A teacher describes how he wants his students to experience and enjoy poems for what they are as in “I ask them to take a poem and hold it up to a light” (line 2). Paraphrase I ask my students to take a poem and to admire it’s beauty Like a picture in the sky Or listen to the sounds of the poem’s song I say think about the space- the structure of a poem And see how you get in and out of the poem. Or physically enter the poem And feel around it for The Light I want them to feel the experience Across the edge of the poem Acknowledge the author, know who wrote the poem But all they can do Is break the poem into pieces And force a meaning out of it. They begin furiously obliterating it To discover significance Occasion In a self-reflection, teacher is reflecting on his failed attempt to get his students to experience and enjoy a poem instead of analyzing it. Because of the use of the “introduction” (line 0) in the poem’s title, the reader can conclude that this reflection has taken place towards the towards the beginning of a school year. Title The word "introduction” (li...
“Watch your tone young lady” a phrase known all too well to the American culture, whether it be from mom giving her children a lecture or on a television screen being spoken out by an actor. The tone of voice that one uses while speaking plays an extremely significant role in what the spoken words actually mean. Many times one can say one thing and mean another just from placing emphasis on a particular word. With tone of voice plays such a vital role in the meaning of a sentence it becomes clear that poetry, although often times found in books as written work, is meant to be read aloud; this was not all that clear to me until I attended my very first poetry reading. On November 10th Ramapo College welcomed the marvelous poet Mark Doty to its campus. Through Mark Doty’s reading of “House of Beauty” and “Theory of Marriage” it became clear that the use of emphasis and tone are vital characteristics that allows for the poet to challenge poetic traditions and conventions.
Poetry is something that is to be read delicately and cautiously if one wanted to find meaning through the words. Readers have to be gentle and patiently ponder about what they are reading in order to find any significance in the poem. If someone is not patient with reading, they will not feel impacted by poetry and will not want to read it. In Billy Collins’, “Introduction to Poetry,” he uses figurative language to help readers see that the way to enjoy and understand poetry is by reading between the lines and being patient with how each individual relates to the readings.
It is important that we examine their poems so we can know what they experienced. It is helpful to others because they may have experienced the same situation. They may have also wanted to speak.
...r’.” Poetry for students. Ed. Sara Constantakis. Vol. 43 Detroit: Gale, 2013. Literature Resource Center. Web. 30 Mar. 2014. http://go.galegroup.com/ps/i.do?>.
Each line of the poem reads as an incomplete thought, except for lines 1 and 10, which read: “I am choking /.../ I was not well” (Nave). Even though these lines can be considered complete thoughts, they are still choppy and short in content. These two lines introduce us early on to the student’s internal conflict versus the setting that the student is currently in. Besides the fragmented thoughts, the poem as a whole appears as one large stanza and there are not clear breaks where a new stanza begins or ends; or in other words the syntax of the poem is difficult to cipher through. In order to help piece things together, I broke it up into four stanzas for each sentence of the poem. Three out of four of the sentences begin with “I,” while the other begins with “my algebra teacher.” This is important to note because the student, 75% of the time, is thinking about his personal situation rather than the subject of class. The disjointed thoughts throughout the lines of the poem standout in the last couple of lines of the poem. Evan Nave writes: “my thoughts are not / math.” (lines 19-20). These two lines exemplify how our educational system is focused on what a student can bring as a statistic. It exemplifies this because math is a black and white subject, and one can infer that these lines are saying
The speakers and audience in poem are crucial elements of the poem and is also the case in these poems. In the poem Untitled, it can be argued that the poem is being written by Peter based on what his father might say to him...
The essay was very easy to read and it could make someone feel as if there were there in the school with her. The essay begins giving a very miserable feeling but by the end, there is a sense of acceptance. The vocabulary
"Why Are Your Poem 's So Dark?" written by Linda Pastan, answers the question of why poet 's always seem to write about the darkness of the world. Pastan 's purpose is to stand up for the poets who are criticized for writing dark poems. She wants to let people know that poets write about the reality of the world, with all the injustices that taken place in the world. The world is a dark place, so choose poets write about what they see in the world.
This essay is anchored on the goal of looking closer and scrutinizing the said poem. It is divided into subheadings for the discussion of the analysis of each of the poem’s stanzas.
The structure of this poem is not the traditional form of poetry, in that he begins with a first person statement then after an indentation, he elaborates on it almost lik...
Although this section is the easiest to read, it sets up the action and requires the most "reading between the lines" to follow along with the quick and meaningful happenings. Millay begins her poem by describing, in first person, the limitations of her world as a child. She links herself to these nature images and wonders about what the world is like beyond the islands and mountains. The initial language and writing style hint at a child-like theme used in this section. This device invites the reader to sit back and enjoy the poem without the pressure to understand complex words and structure.
It is a way to crucially engage oneself in setting the stage for new interventions and connections. She also emphasized that she personally viewed poetry as the embodiment of one’s personal experiences, and she challenged what the white, European males have imbued in society, as she declared, “I speak here of poetry as the revelation or distillation of experience, not the sterile word play that, too often, the white fathers distorted the word poetry to mean — in order to cover their desperate wish for imagination without insight.”
Majority of Dickinson’s and Whitman’s poem insinuate that one must express his/herself, although, they both tell different ways to do so. Dickinson includes in her poems that the reader should stand for what they want, but in a subtle, and reasonable
Contemporary female poets are a very powerful group of female poets that with their poems shows major events and issues in society. Contemporary female poets usually all have an underlying theme of politics, women rights, life events, and sexuality. Contemporary means living or occurring at the same time and some contemporary female poets are, Adrienne Rich, Nikki Giovanni, and Gwendolyn Brooks. Adrienne Rich, Nikki Giovanni, and Gwendolyn Brooks were all writing in the late 1900s. The Women Rights movement and the Civil Rights movement were two events that occurred during the time of the late 1900s. These two movements was heavily incorporated in each Brooks’, Rich’s, and Giovanni’s life and influenced their writings. Each of these women put their personal feelings about political issues in their poems, which makes the theme of their work politics. The theme of these three women work is different aspects of politics, such as women empowerment and women rights, and racial pride. “Aunt Jennifer’s Tigers” by Adrienne Rich, “Nikki-Rosa” by Nikki Giovanni, and “The Mother” by Gwendolyn Brooks are the three poems that each represent the theme of politics regarding women rights and empowerment, and racial pride.
The construction of the poem is in regular four-line stanzas, of which the first two stanzas provide the exposition, setting the scene; the next three stanzas encompass the major action; and the final two stanzas present the poet's reflection on the meaning of her experience.