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Poetry Analysis 101

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Poetry Analysis 101 A basic introduction – PowerPoint PPT presentation

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Title: Poetry Analysis 101


1
Poetry Analysis 101
  • A basic introduction

2
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 Americas early history and
    democratic ideals.
  • Criticized for being to optimistic and
    sentimentalironic b/c thats what made him
    popular in the first place.

3
William Cullen Bryant
  • Thanatopsis (about nature)
  • Journalist and political activist
  • Defender of human rights and freedomsfor women
    and slaves
  • First American poet to win worldwide critical
    acclaim

4
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

5
TP-CASTT
  • Helps to give you something general to say about
    the poem in order to personally interpret

6
TP-CASTT
  • TitlePonder the title before reading the poem
  • ParaphraseTranslate the poem into your own words
  • ConnotationContemplate the poem for meaning
    beyond the literal suggestive meaning
  • AttitudeObserve both the speakers and the
    poets attitude (tone).
  • ShiftsNote shifts in speakers and attitudes
  • TitleExamine the title again, this time on an
    interpretive level
  • ThemeDetermine 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)

7
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
Quatrain Ballad Stanza Iamb Trochee Sonnet Octave
Sestet Theme
Metaphor Simile Rhyme Diction Imagery
8
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.

9
Romantic Poetry Take 1
  • Bryant, Longfellow Holmes

10
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

11
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

12
Act 2 Critical Analysis (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!

13
Act 3 Critical Analysis (Explanation)
  • Read through Side 2 of the handoutexplanation.
  • Together, discuss and summarize what the critic
    had to say about the poem.
  • Write your summary in the second ½ of box 2be
    thorough
  • Consider Theme, Figurative Language, effect of
    figurative language, effect of structure
  • Make sure to talk about how you feel about the
    analysis.

14
Act 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
    groupbut keep it personal.
  • How does analyzing the structure affect your
    perception of the poem? Explain.
  • Did you have thoughts the critic didnt touch?
    Explain why you think you did/didnt
  • Did the critic have ideas you didnt 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)

15
Act 1
  • Longfellow
  • 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

16
Act 2 Critical Analysis (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!

17
Act 3 Critical Analysis (Explanation)
  • Read through Side 2 of the handoutexplanation.
  • Together, discuss and summarize what the critic
    had to say about the poem.
  • Write your summary in the second ½ of box 2be
    thorough
  • Consider Theme, Figurative Language, effect of
    figurative language, effect of structure
  • Make sure to talk about how you feel about the
    analysis.

18
Act 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
    groupbut keep it personal.
  • How does analyzing the structure affect your
    perception of the poem? Explain.
  • Did you have thoughts the critic didnt touch?
    Explain why you think you did/didnt
  • Did the critic have ideas you didnt 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)

19
Act 1
  • Holmes
  • 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

20
Act 2 Critical Analysis (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!

21
Act 3 Critical Analysis (Explanation)
  • Read through Side 2 of the handoutexplanation.
  • Together, discuss and summarize what the critic
    had to say about the poem.
  • Write your summary in the second ½ of box 2be
    thorough
  • Consider Theme, Figurative Language, effect of
    figurative language, effect of structure
  • Make sure to talk about how you feel about the
    analysis.

22
Act 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
    groupbut keep it personal.
  • How does analyzing the structure affect your
    perception of the poem? Explain.
  • Did you have thoughts the critic didnt touch?
    Explain why you think you did/didnt
  • Did the critic have ideas you didnt 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)

23
  The Tide Rises, the Tide Falls Old Ironsides Mutation
Theme
Figurative Language used      
Effect of figurative language      
Effect of structure      
Romantic elements      
24
Sharing
  • Elect a spokesperson from your group
  • Be clear in articulating your responses

25
Reflect
  • How is poetry both OBJECTIVE and SUBJECTIVE?
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