writing for ap english literature -...

You’re kidding

Reading poetry …

Understanding poetry …

…

Writing about poetry?!?

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:

______________________________________________________




Now you try it: Purpose


Poem 1 : ___________________ by ________________________

Poem 2: ___________________ by ________________________


______________________________________________________




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


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





















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


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


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





















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

What?!?

One step at a time.

We won’t let you get stuck.

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


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?

Don’t be afraid. Writing won’t hurt you.

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:



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:


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:


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


Go back and look at your subject matter first!


Remember the example:


*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

I am getting

the hang

of this …

It’s not that difficult.

It’s just new.

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 ¶

Look! I can do what you do!

Conclusion!

Yay!!

That happy for it to end?

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 ___________________.”


“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


Use one of the methods I showed you or fly solo and try your

own approach.

Do not begin with:

In conclusion ….

Nothing beats the pure joy of mastering a new skill.

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