Does it fit into a specific literary movement such as Modernism, Romanticism, Neoclassicism, or Renaissance poetry? This is another place where you may need to do some research in an introductory poetry text or encyclopedia to find out what distinguishes specific genres and movements.
Versification: Look closely at the poem's rhyme and meter. Is there an identifiable rhyme scheme? Is there a set number of syllables in each line?
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The most common meter for poetry in English is iambic pentameter, which has five feet of two syllables each thus the name "pentameter" in each of which the strongly stressed syllable follows the unstressed syllable. You can learn more about rhyme and meter by consulting our handout on sound and meter in poetry or the introduction to a standard textbook for poetry such as the Norton Anthology of Poetry. Also relevant to this category of concerns are techniques such as caesura a pause in the middle of a line and enjambment continuing a grammatical sentence or clause from one line to the next.
Is there anything that you can tell about the poem from the choices that the author has made in this area? For more information about important literary terms, see our handout on the subject. Figures of speech: Are there literary devices being used that affect how you read the poem? Here are some examples of commonly discussed figures of speech:.
Cultural Context: How does the poem you are looking at relate to the historical context in which it was written? How does John Donne's devotional poetry relate to the contentious religious climate in seventeenth-century England? These questions may take you out of the literature section of your library altogether and involve finding out about philosophy, history, religion, economics, music, or the visual arts.
It is useful to follow some standard conventions when writing about poetry. First, when you analyze a poem, it is best to use present tense rather than past tense for your verbs. Second, you will want to make use of numerous quotations from the poem and explain their meaning and their significance to your argument.
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- The Speaker or Voice In The Poem.
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At the beginning of each paragraph, tell your reader the focus of your argument in that paragraph by starting with a topic sentence. The rest of the paragraph should address the assertion with convincing evidence. The effectiveness of your argument depends heavily on how well you incorporate evidence into your paragraphs. Using Evidence: You cannot create a compelling argument without evidence to back it up, but you must present that evidence in the context of your own argument.
Merely including a line or a passage in your paper without linking it to your argument will not be convincing. Try incorporating your evidence into a "sandwich" of information which will allow your reader to receive the full impact of the lines. Before the quotation, describe the evidence in terms of the poem. Where is it located in the poem? Is it part of a pattern? Let your reader know what he or she should be looking for.
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After the quotation, if the passage is particularly difficult to understand, you should explain problematic syntax or vocabulary. Then, you must analyze the quote and show how that quote supports the claims you are making in your thesis. This is the most important part of your paper; it is where you make your interpretation clear to the reader and where you prove your thesis.
Don't assume that the quotation will speak for itself—it is your job to explain it. Citation: Be sure to cite your evidence properly. Citing from a poem is different from citing from a prose text. If you are quoting more than three lines, single space the passage, indent, and present the passage as it appears in the poem.
europeschool.com.ua/profiles/nemujaj/mujer-de-40-busca.php Follow the quotation with the appropriate line numbers enclosed in parentheses see English Department handout on use of quotations and citations, available from the department office and the Writing Center. The Conclusion: Conclusions take many forms.
Peculiarities of writing an essay on poetry
In your conclusion you can emphasize crucial ideas, raise questions about the poem, or connect the poem to other literary works or experiences. This is where you can offer your interpretation of the poem, which by now should be convincing to your reader since you have presented your evidence in the body of the paper. You may raise new ideas in a conclusion, provided that they are solidly linked to the development of your argument. Remember, you have flexibility, but your conclusion should flow naturally from the body of your paper. Poems are artistic expressions that demand that you appreciate them before you begin to reduce them to something explainable.
Often, the most brilliant elements in a poem are very subtle and will be felt before they are understood. Remember, you are not just explaining what a poem does, you are explaining what it does to you. You are the medium in which the poem comes to life. Writing about poetry offers you a special opportunity to interact with a work of art.
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The Dreaded Pet Peeves. Writing Prizes. Faculty Resources. A poem does not affect its reader in quite the same way that a work of prose does. Or, as does the undergraduate here, the writer may choose simply to stop writing when he or she reaches the end of the poem:. Use the present tense when writing the explication. The poem, as a work of literature, continues to exist!
Fountain, fountain, what do you say Singing at night alone? The first strophe, four lines of alternating 4- and 3-foot lines, takes the form of a ballad stanza. In this way, the poem begins by suggesting that it will be story that will perhaps teach a certain lesson. The opening trochees and repetition stress the address to the fountain, and the iamb which ends line 1 and the trochee that begins line 2 stress the actions of the fountain itself. The second strophe expands the conflicts as the speaker questions the fountain.
Since the moon, an object far away in the heavens, controls the ocean, the sea cannot be free as the speaker asserts.
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Second, the line refers to the ocean; in this respect the water cannot escape its boundary or control its own motions. Also, the direct statement of the last line certainly addresses the human speaker as well as the human reader. This statement implies that we are all trapped or controlled by some remote object or entity.
Our own thoughts are restricted by our mortality as well as by our limits of relying on appearances. By personifying a voiceless object, the poem presents a different perception of reality, placing the reader in the same position of the speaker and inviting the reader to question the conflict between appearance and reality, between what we see and what we can know.
The writer observes and presents many of the most salient points of the short poem, but she could indeed organize the explication more coherently. In this way, the writer could explore the implications of the dramatic situation even further: why does the speaker ask a question of a mute object?