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Composition Components:
I. Purpose
Understand
What topic, issue or event is the poem addressing?
What is the speaker saying about this topic, issue or event?
What are the work’s/speaker’s underlying values?
Example Poems about Night/DarkEmily Dickinson Robert Frost
5
10
15
20
We grow accustomed to the Dark—
When light is put away—
As when the Neighbor holds the Lamp
To witness her Goodbye—
A Moment—We uncertain step
For newness of the night—
Then—fit our Vision to the Dark—
And meet the Road—erect—
And so of larger—Darkness—
Those Evenings of the Brain—
When not a Moon disclose a sign—
Or Star—come out—within—
The Bravest—grope a little—
And sometimes hit a Tree
Directly in the Forehead—
But as they learn to see—
Either the Darkness alters—
Or something in the sight
Adjusts itself to Midnight—
And Life steps almost straight.
5
10
I have been one acquainted with the night.
I have walked out in rain-and back in rain.
I have outwalked the furthest city light.
I have looked down the saddest city lane.
I have passed by the watchman on his beat
And dropped my eyes, unwilling to explain.
I have stood still and stopped the sound of feet
When far away an interrupted cry
Came over houses from another street,
But not to call me back or say good-by;
And further still at an unearthly height
One luminary clock against the sky
Proclaimed the time was neither wrong nor right.
I have been one acquainted with the night
Write about Purpose like this:
(from Example Poems)
Complete something like this on your “hand-in” paper:
Poem 1: Accustomed to the Dark by Emily Dickinson
Poem 2: Acquainted with the Night by Robert Frost
Subject matter(s) addressed by both poems: Darkness as in dark times or experiences: death, sadness, loneliness, functioning in “dark/night”, how “dark/night” changes you
Perspective, attitude or philosophy of one
speaker toward this subject matter VS.Perspective, attitude or philosophy of the
other speaker toward this subject matter
With time and support of community,
we can learn to function almost
normally after tragedy befalls us
A solitary yet observant person, while
seeing and experiencing the loneliness
and sorrows of life can understand and
bear it
Now you try it: Purpose
Complete this on your “hand-in” paper:
Poem 1 : ___________________ by ________________________
Poem 2: ___________________ by ________________________
Subject matter(s) addressed by both poems:
______________________________________________________
Perspective, attitude or philosophy of one
speaker toward this subject matter VS.Perspective, attitude or philosophy of the
other speaker toward this subject matter
Now you try it: Purpose
Complete this on your “hand-in” paper:
Poem 1 : ___________________ by ________________________
Poem 2: ___________________ by ________________________
Subject matter(s) addressed by both poems:
______________________________________________________
Perspective, attitude or philosophy of one
speaker toward this subject matter VS.Perspective, attitude or philosophy of the
other speaker toward this subject matter
Keats
Frost
Bright Star
Something Like a Star
Apostrophes to stars in which the speakers admire the stars’ steadfast, bright, directive, and
elevated nature. These qualities are literally true but are meant figuratively.
Don’t imitate the star because of
life values
Imitate the star to have fixed,
“higher” values as guidance
Composition Components:
II. Explanation & Evidence
How is this purpose achieved?
How do the writing choices provide artistic unity that conveys these philosophies or perspectives?
poetic and literary devices and elements
What can I write about?
Diction ToneSetting
SyntaxPoint of
ViewImagery
Figurative Language StructureConflict
Character Develop-
mentIrony
Another way to look at it
Poem
Psychological state
Emotional state
Decision/Result
Poetic devices:
Increase or decrease
emotion / response / awareness
Word choice reveals tone,
mood & characterization
Example Poems about Night/DarkEmily Dickinson Robert Frost
5
10
15
20
We grow accustomed to the Dark—
When light is put away—
As when the Neighbor holds the Lamp
To witness her Goodbye—
A Moment—We uncertain step
For newness of the night—
Then—fit our Vision to the Dark—
And meet the Road—erect—
And so of larger—Darkness—
Those Evenings of the Brain—
When not a Moon disclose a sign—
Or Star—come out—within—
The Bravest—grope a little—
And sometimes hit a Tree
Directly in the Forehead—
But as they learn to see—
Either the Darkness alters—
Or something in the sight
Adjusts itself to Midnight—
And Life steps almost straight.
5
10
I have been one acquainted with the night.
I have walked out in rain-and back in rain.
I have outwalked the furthest city light.
I have looked down the saddest city lane.
I have passed by the watchman on his beat
And dropped my eyes, unwilling to explain.
I have stood still and stopped the sound of feet
When far away an interrupted cry
Came over houses from another street,
But not to call me back or say good-by;
And further still at an unearthly height
One luminary clock against the sky
Proclaimed the time was neither wrong nor right.
I have been one acquainted with the night
Complete something like this on your “hand-in” paper:
Poem 1: Dickinson Poem 2: Frost
Device/element Word/phrase & line(s) Device/element Word/phrase & line(s)
Point of view first
person plural (we)
“We uncertain step”
(line 5)
Point of view first
person singular (I)
“I have outwalked”
(line 3)
Multiple denotations
“light is put away,”
(2) “dark” (7),
“Darkness” (9)
Light presence,
life, lack of light
Dark dimness,
depression
Multiple denotations
“city light” (3)
City light border
between city and
country, boundary of
laws and watchfulness
Word choice
denotes hopefulness
newness, erect,
bravest, adjusts
Word choice
denotes resignation
Outwalked, saddest,
dropped, unwilling
Positive emotional
progression bordering
on stoicism
Uncertain step (5)
life steps almost
straight (20)
Somber auditory
imagery
“walked out in rain
and back again”
“an interrupted cry”
Write about Explanation &
Evidence like this: (from Example Poems)
Now you try it:
Explanation & Evidence
Complete this on your “hand-in” paper:
Poem 1: Poet , Title Poem 2: Poet, Title
Device/element Word/phrase & line(s) Word/phrase & line(s)
Follow Emotional States
Analyze from the speaker’s vantage point.
Note anything that helps reveal the speaker’s attitude.
Begin with identifying moments in the poem as
positive, negative or neutral and then pick out phrases
to support that analysis.
Next, determine more descriptive words to describe
attitude (e.g., surly, vindictive, outraged, etc.)
Emotional States Example Poem
We grow accustomed to the Dark—
When light is put away—
As when the Neighbor holds the Lamp
To witness her Goodbye—
A Moment—We uncertain step
For newness of the night—
Then—fit our Vision to the Dark—
And meet the Road—erect—
And so of larger—Darkness—
Those Evenings of the Brain—
When not a Moon disclose a sign—
Or Star—come out—within—
The Bravest—grope a little—
And sometimes hit a Tree
Directly in the Forehead—
But as they learn to see—
Either the Darkness alters—
Or something in the sight
Adjusts itself to Midnight—
And Life steps almost straight.
neutral - factual
negative - nervous
positive - determined
positive - humorous
negative - depression
less negative - tenuous
neutral - factual
mixed emotions – poignant
“How am I supposed to come up with all these words?!?!”
“Use the handout!” Look at the goldenrod sheet in your folders.
Shifts
Discover any major shifts in structure, diction, or
syntax.
Look for wording that evokes certain connotations and
sudden changes in tone, sentence length, rhythm,
punctuation, or patterns of imagery.
Example
of Shift
The content of chore list shifts from
• short lines of iambic meter (x /)
• and end rhyme couplets
• with rapid recitation pace to …
Quatrains (4 lines) of:
• alliteration in first line of shift to slow
the speaker
• Imagery
• poetic apostrophe
• imagination (“York Peppermint Patty
Sensation),
• rhyme in lines 2 and 4 of each stanza
I've got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The can to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.
Shine on me, sunshine
Rain on me, rain
Fall softly, dewdrops
And cool my brow again.
Storm, blow me from here
With your fiercest wind
Let me float across the sky
'Til I can rest again.
Fall gently, snowflakes
Cover me with white
Cold icy kisses and
Let me rest tonight.
Sun, rain, curving sky
Mountain, oceans, leaf and stone
Star shine, moon glow
You're all that I can call my own.
Woman Work by Maya Angelou
Methods Review – Poetry
Approach
TP-CAS-TP
Title
Point of View
Choice of Words
Attitude
Shift in Meaning
Theme
Paraphrase
Five Voices Diction
Detail
Imagery
Syntax
Tone
Composition Components:
III. Analysis
Analyze:
Now that you have:
identified the topic,
explained the speaker’s purpose,
and delineated some of the speakers underlying values …
How do you support your opinion or beliefs about the work in a logical and convincing argument?
Best Approach
for Writing Any Essay
THESIS & ARGUMENT
BODY ¶s
CON-CLUSION
INTRO METHOD
1. GETS YOU WRITING RIGHT AWAY
2. YOU’LL KNOW WHAT YOUR PAPER IS ABOUT WHEN YOU WRITE
YOUR INTRODUCTION
3. YOU WON’T FIND YOURSELF STARING AT A BLANK PIECE OF PAPER
UNTIL DROPS OF BLOOD FORM ON YOUR FOREHEAD
Thesis
What is the topic asking you to write about? Understand
the question. Your thesis must make it clear that you know
what you’re supposed to be writing about.
In the thesis statement, consider describing the incidents
you’ll be discussing through topical terms such as “plant
metaphor,” “agitated expressions,” as opposed to quoting
specific lines or phrases in the introduction.
“The speaker experiences* X in order to show* Y.”
*demonstrates,
displays,
communicates,
reveals,
exhibits,
exposes,
projects,
betrays,
declares,
evinces,
exposes,
gives away,
manifests,
lays out,
parades,
produces,
unveils,
heralds,
proclaims,
publicizes,
trumpets;
divulges,
talks (about),
tells (of);
bares,
discovers,
unmasks,
discloses,
uncloaks,
uncovers
Write about Thesis like this:
(from Example Poems)
Complete something like this on your “hand-in” paper:
Go back and look at your subject matter first!
Subject matter(s) addressed by both poems: Darkness as in dark
times or experiences: death, sadness, loneliness, functioning in
“dark/night”, how “dark/night” changes you
Remember the example:
“The speaker experiences* X in order to show* Y.”
THESIS:
After being exposed to unpleasant experiences—death and
despondency—the speakers in both poems demonstrate
resilience and adaptation skills common to humanity through
point of view, denotations and word choice.
Write about Thesis like this:
(from Example Poems)
TOPIC
EXPERIENCE
POETIC/LITERARY DEVICES
THESIS:
After being exposed to
unpleasant experiences—
death and despondency—
the speakers in Frost’s
and Dickinson’s poems
demonstrate resilience
and adaptation skills
common to humanity
through point of view,
denotations and word
choice.
Now you try it:
Thesis Statement
TASK: Write a well-organized essay in which you compare and contrast the way each poem illustrates the futility and devastation of war. Explain:
how both poets use literary techniques such as irony, point of view and diction,
or how different aspects in the structure and poetic devices of each poem develop each speaker’s particular point of view
or a combination of similarities and differences
Complete this on your “hand-in” paper:
Go back and look at your subject matter first!
Subject matter(s) addressed by both poems:
Remember the example:
“The speaker experiences* X in order to show* Y.”
*demonstrates,
displays,
communicates,
reveals,
exhibits,
exposes,
projects,
betrays,
declares,
evinces,
exposes,
gives away,
manifests,
lays out,
parades,
produces,
unveils,
heralds,
proclaims,
publicizes,
trumpets;
divulges,
talks (about),
tells (of);
bares,
discovers,
unmasks,
discloses,
uncloaks,
uncovers
Need more guidance?
Thesis FITB Fun
While the speaker in ______’s poem uncloaks ____________ [meaning/experience] and the speaker in _______’s poem exposes _________ [meaning/experience], both poems convey their perspectives through ________, ________, and ________ [literary devices].
Even though both speakers address _______, [topic] the speaker in _____’s poem unveils _______ [meaning/experience] through ________, ________, and ________, [literary devices] while the speaker and the speaker in ______’s poem reveals ______ [meaning/experience] through ________, ________, and ________ [literary devices] .
Uncovering _______ [meaning/experience] in _____’s poem and _______ [meaning/experience] in _____’s poem, a variety of poetic devices including ________, ________, ________, and ________ reveal ________ [meaning/experience] regarding ______ [topic].
*demonstrates,
displays,
communicates,
reveals,
exhibits,
exposes,
projects,
betrays,
declares,
evinces,
exposes,
gives away,
manifests,
lays out,
parades,
produces,
unveils,
heralds,
proclaims,
publicizes,
trumpets;
divulges,
talks (about),
tells (of);
bares,
discovers,
unmasks,
discloses,
uncloaks,
uncovers
Body Paragraphs
EXAMPLES: Focus on thoroughly explaining the
three specific poetic or literary devices you’ve picked
out in your thesis.
EXPLAIN: What underlying attitudes, ironies,
meanings, or conflict development does each example
contain? Utilize the adjective lists that describe speaker
emotion, language and tone.
TIE BACK: How does this example prove the focus?
Starting with a first person pronoun for the first word in each
poem, the speakers in both poems establish whether their “dark”
experiences are individualistic or communal. The speaker in
Dickison’s poem begins with “We grow” (ln 1), and later “We step”
(ln 4) and “our vision” (ln 6) to indicate her belief in the
commonality of humanity’s difficult adjustment when a loved one
has died. In contrast, the speaker in Frost’s sonnet emphasizes his
individualistic experience with the dark side of humanity by
repeating the phrase “I have” seven times (ln 1, 2, 3, 4, 5, 7, and 14)
and the personal pronouns “my” and “me” in lines 6 and 10. These
pronoun choices convey empathy regarding the grieving process in
Dickinson’s work and perhaps sympathy or deepening
comprehension of solitary woes in the Frost poem.
Write body paragraphs like this: (from Example Poems)
Body Paragraph Example –
Break it downStarting with a first person pronoun for the first word in
each poem, the speakers in both poems establish whether their “dark” experiences are individualistic or communal. The speaker in Dickison’s poem begins with “We grow” (ln1), and later “We step” (ln 4) and “our vision” (ln 6) to indicate her belief in the commonality of humanity’s difficult adjustment when a loved one has died. In contrast, the speaker in Frost’s sonnet emphasizes his individualistic experience with the dark side of humanity by repeating the phrase “I have” seven times (ln 1, 2, 3, 4, 5, 7, and 14) and the personal pronouns “my” and “me” in lines 6 and 10. These pronoun choices convey empathy regarding the grieving process in Dickinson’s work and perhaps sympathy or deepening comprehension of solitary woes in the Frost poem.
Transition, topic
sentence
Poem 1: QE
(quote, explain)
Poem 2: Transition,
QE (quote, explain)
Analysis
Is there any formulaic writing success?
But one: Quote
Explain
Analyze
These (QEA) can be presented in any order, but they are an inseparable trinity, if you will. They must exist together. They must all exist, multiple times, to create the reality of your interpretative understanding of the text for your reader.
Transitions
TRANSITION: Insert a transition that makes sense!
Next, Additionally, Surprisingly, Contrastingly,
Vacillating between ____ and ____, More dramatically,
Similarly, Coming at the topic from an entirely different
angle, In the same way,
… you get the idea. Use transitions!!!
T, TS
QEA
Now you try it:
Writing Your Body ¶s Follow this guideline for your body paragraphs on your
“hand-in” paper:
1.Include a meaningful transition word/phrase in the 1st sentence
2.Write a topic sentence proving a point from the thesis (¶ 1).
3.Quote an example from one of the poems and then explain what it means and how it supports this ¶’s topic.
4.Analyze the examples deeper, explaining what they reveal about the moment or overarching meaning
5.End each body ¶ by tying back to the thesis and then setting up or leading to the next ¶
Conclusion
CONCLUSION: Wrap it up. Restate the focus of the essay and topically refer to your points, which may sound something like this:
“Through contrasting metaphors and traumatic details, _____________ [restate focus] is revealed.”
Then write two sentences, commenting on the literary devices implied through the actions or interactions, which may sound something like this:
“Painfully, the speaker begins the poem ___________ then becomes _____________, and finally admits _________. The initial __________ of the speaker results in _____________, undergirding the idea that ___________________.”
Complete something like this on your “hand-in” paper:
“Through contrasting points of view, a range denotations
defining dark as death to defiance, and word choices that
connote either a weary hopefulness or a resigned compassion for
a scared world. Both speakers initial situation of ______ evolves
the poem ___________ then becomes _____________, and
finally admits _________. The initial __________ of the speaker
results in _____________, undergirding the idea that
___________________.”
Write a Conclusion like this: (from Example Poems)
Whether _______ or _______ , …
While taking into consideration both _______ and _______ , …
Revealing the complexity of/between …
_____ is key. In order to fully understand ______ , both _____
and _____ must be examined.
Words to Start a Conclusion for
Comparative Analysis
The opposing forces …
The conflict propels …
Revealing the complexity of/between …
_____ is key. In order to ______ , …
Once ________ happens, _______ is revealed.
Words to Start a Conclusion for
Thematic Paper
Now you try it:
Writing Your Conclusion
Complete this on your “hand-in” paper:
Use one of the methods I showed you or fly solo and try your
own approach.
Do not begin with:
In conclusion ….