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Writing Assignments
 

Sophomore Poetry Project: Written Assignment 2008-2009

Name _______________________ Date _____________ Block ________    

General Directions:  Check off each step as you complete it!  Save this sheet! 

_________ 1. Choose a poet from the Master Plots II handout. Get my approval and sign up with me!  Write your poet’s name here: _____________________________________

________2. Choose one poem by your poet.  This is the poem you will “explicate” or “explain” in detail. * You would be wise to choose a poem that is long enough (at least 20 lines) and rich enough (full of figurative devices).  Write the name of the poem here: _________________

________ 3. Find, read and keep at least two articles by the critics of this poet’s work. One should be a hard copy that you found in our library, and one may be an online article from the sites Mrs. Russo has for you.  Be sure two critical essays are available before you select your poet.

________4.  Type, download, or photocopy 20 copies of your chosen poem (with line numbers) for the class. This is the poem that you will explicate (explain) both in class and in your written assignment.  You need to bring these 20 copies the day of the Oral Presentations.

________5.  Photocopy and read 20 different poems by your poet or secure a book of poems by your poet.

________6. Take notes as you read the 20 poems.  Think about the common themes and literary elements in this poet’s work.  This will be used in both the written and oral parts of the Poetry Project. The poems you choose should be representative of your poet.       

________7. Type a list of the 20 titles of the poems you have read.  Use quotation marks.

________8. Write a thorough “explication” of the poem.  Analyze the poem for all of the     poetic devices talked about in class.  You may use the list of poetry terms from your poetry test or find them online.  Be sure to number the lines of the poem (5, 10, 15, etc.) in your printed copy and to reference the poem by line number in your explication and presentation.

________9. Type a Works Cited for the two critical sources and your primary source (the poems themselves). This means your Works Cited should have at least three items.

*** See a full-page sample explication on my website!

*** Don’t forget to include what at least two critics have said about your chosen poem.

Example:  In Frank Magil’s Critical Survey of Poetry it states, “………” (206).

Correct Order for Written Assignment:

Page 1- Title Page (Include the name of your poet, your name, date and block in size 12 font.)

Page 2- List of 20 Poems.  Use quotations around each title.

Page 3- Copy of Explicated Poem with line numbers (It is your responsibility to make enough copies of the poem before you present it to the class.)

Pages 4 & 5- Explication of Poem (2 critical sources and 1 primary source) This part should be approximately two pages long.  If you can’t write that much about the poem, then you should choose a different poem! See my sample explication online.

Page 6- Common Themes /Literary Elements from all your poems and from the critical sources.

Page 7- Works Cited.  Be sure to use alphabetical order and proper MLA form!

Pages 8 & 9- Photocopies of the two articles of critical analysis.

Possible Poetry Sites for Sophomore Poetry Project

Watch out for “pop ups.”  Beware of poetry contests!  They are sometimes not legitimate. 

Your Works Cited page should be double-spaced!  I did not have room here.

Poetry Out Loud Contest: http://www.poetryoutloud.org

Virtual Literature: http://bcs.bedfordstmartins.com/virtualit/default.asp?uid=0&rau=0

American Poems: http://www.americanpoems.com/

American Poetry: http://www.americanpoetry.com/

Favorite Poem Project: http://www.favoritepoem.org/

Modern American Poetry, An Online Journal and Multimedia Companion to Anthology of

            Modern American Poetry: http://www.english.uiuc.edu/maps/

Poetry Archives @ emule.com: http://www.emule.com/poetry/  (lots of “pop ups”)

Poets and Writers, from Inspiration to Publication: http://www.pw.org/directry/

Representative Poetry Online (alphabetically or chronologically:            http://eir.library.utoronto.ca/rpo/display/menupoet.cfm  (Not all American poets)

The Academy of American Poets: http://www.poets.org/index.cfm

The Library of Congress:  http://www.loc.gov/poetry/

MARVEL: http://www.maine.gov/marvel

Sophomore Poetry Project: Oral Presentation 2008-2009

I. Prepare an oral presentation, which must include the following:

A.  A brief biography of the poet including interesting facts and special characteristics of that poet.  This section should not be included in the written Poetry Project.

B.  Common Themes /Literary Elements from your reading of the poems and from the     critical sources.

C.  A dramatic reading of the poem.  Be sure to check the pronunciation/definition of all words before you presentation.

D.  An oral explication of the poem for the class.  This should include all the examples of poetical devices from your poetry paper.

*** Keep a copy of your Poetry Paper, but do not read from your paper. 

*** I will be bringing the Poetry Projects home to correct; so don’t ask for your paper          back to do you oral presentation!

E.     Presenters will be chosen randomly.  I will take volunteers first.

II. Read your poem dramatically.  It is not necessary to completely memorize your poem, but practice it out loud several times and be able to read it loudly, clearly, and with emphasis without looking at your paper too frequently.  Remember that eye contact is vital. 

*** It is your responsibility to make enough copies of the poem before you present it to the class.

III. Extra Credit!!!   Keep in mind your personal learning strengths from the “Learning Styles” survey. You may dramatize, illustrate, sing (live or video), or play a musical instrument for extra credit!  You may also sign up for the Poetry Slam or the Poetry Out Loud Contest for Extra Credit. 

Due Dates:  December 15, for Block 4 White and December 16, for Block 1 Blue.   Print two copies of your paper, one for you and one for me.  You will receive a test grade for the written assignment and a test grade for the oral presentation.  Poetry Slam (Nov. 6) and Poetry Out Loud contests (Dec. 3) are for Extra Credit! 

Work hard, have fun and be creative!!     Mrs. M.  J

You also have the pink sheet that Mrs. Russo kindly prepared for you entitled, "Literature Databases."  You can access Marvel from home.  The information they ask is simply to see who is using the program and if the taxpayers are getting their money's worth!

Marvel :  www.maine.gov/marvel

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If you want to enter the Poetry Out Loud Contest, then be sure to choose a poem that is listed on their web site:  http://www.poetryoutloud.org

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Poetry- Vocabulary:

1. imagery- a "mind picture"
2. meter- the pattern of stressed and unstressed syllables. (Similar to the beat in music.)
3. foot (feet) - one unit of meter consisting of 2 or 3 syllables. (Iambic)
4. rhymed verse- a poem that contains both rhyme and  meter.  (Ex.- Shakespearean sonnets)
5. blank verse- a poem that contains no rhyme but does have meter. (Ex.- Shakespearean plays)
6. free verse- contains neither regular rhyme nor regular meter. (Ex.- modern poetry)
7. alliteration- the repetition of letters or sounds. (usually consonants at the beginning of words.)

Ex. She sells seashells by the seashore.

7. assonance- the repetition of vowel sounds. 

Ex. Lake and Fate; Base and fade; free and easy.

8. onomatopoeia- use of words to represent or imitate natural sound.

Ex. Buzz, crunch, tinkle, gurgle, sizzle, kiss.

9. simile- a comparison (between two usually unrelated things) that uses “like” or “as”.

Ex. The snow sparkled like diamonds.

10. metaphor- an implied comparison that does not use “like” or “as”.

Ex. All the world’s a stage. (Hint- They often use a linking verb.)

11. personification- giving human characteristics to inanimate things.

Ex. The wind whistled.  Her heart cried out.

12. synecdoche- mentioning a part of something to represent the whole.

Ex.  All hands on deck! (hands = sailors)

13. metonymy- substitution of a word naming an object for another word closely related to it.

Ex.  The White House has decided. (White House = President) 

Or   The pen is mightier than the sword.  (Pen = reason, Sword = brawn)

14. hyperbole- an exaggeration for the sake of emphasis. (not to be taken literally)

Ex.  Sweat to death; I’ve told you a million times.

15. symbol- a word or image that signifies something other than what is literally represented.

Ex.  The cross is a symbol for Christianity; A dove is a symbol for peace.

16. antithesis- a balancing or contrasting of 1 term against another.

Ex.  Man proposes, God disposes (Pope); Fair is foul, and foul is fair. (Shakespeare)

3 Types of Poetry:

·        Narrative- tells a story

·          Lyric- expresses thoughts or feelings (emotions) & is often musical (lyrical like lyrics to a song).

·        Dramatic- contains “dialogue” like in a drama

Many Different Kinds of Poetry:

1.    epic- long narrative poem about national or legendary hero & often has lofty thoughts- Ex. The Iliad and The Odyssey

2.    ballad- a poem that tells a story; usually meant to be sung. Has repeated lines called refrains.

 Folk Ballad- is anonymous. Ex.- “Johnny Armstrong” & “Lord Randall”

Literary Ballad- has a known author.  Ex.- “La Belle Dame sans Merci”

3.    sonnet- 14-line poem written in iambic pentameter.

Italian (Petrarchan)- has an octave and sestet (abbaabba, cdecde)

Elizabethan or Shakespearean- has 3 quatrains & a couplet (abab cdcd efef)

4.      elegy- a poem of mourning, usually over death of individual. (or passing beauty)

5.    Haiku- a 3 line Japanese poem about nature (17 syllables total- 5,7,5)

The word  “haiku” means  “pleasure words.”  The Japanese take great pride in small things like Bonsai trees.

Other kinds of poems:

Limerick

Diamante (diamond shaped)

color

concrete (shape)
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Poetry Analysis- for your Explicated Poem

In analyzing a poem, consider each of the following as it affects the meaning and/or interpretation of the poem.  Zero in on the most important points.  It is not necessary to discuss all of these concepts unless, indeed, all are essential to an understanding of the poem itself.  Rather, focus on one or two and discuss each in depth.  Be sure to refer directly to the poem (quoting from it) to support your ideas and interpretation.

  DRAMATIC SITUATION

1. What, if any, is the narrative action in the poem?
2. How many persona appear in the poem?
3. What part do they play in the action?
4. What is the relationship between the characters?
5. What is the setting (time, location) of the poem?

  POINT OF VIEW

1. Who is the speaker?
2. Whom is the speaker addressing? (The reader? Someone else?)
3. Is the narrator able to understand or see everything happening to him/her?  Or, does the reader know things the narrator does not?
4. Is the narrator reliable?
5. Do point of view and dramatic situation seem consistent?

IMAGES AND METAPHORS

1. Identify the concrete images (that is those that are formed from objects that can be seen, touched, smelled, felt, or tasted).
2. Is the image projected by the poet consistent with the physical object?  Or, is the image abstract and therefore unlike the real object?  (Be sure to explain the abstraction).
3. Is the image repeated in the poem?  If so, does it change?  If so, how?
4. What seems to be the narrator’s attitude toward the image?  Is it different from the way you see it?

WORDS

1. Note all definitions that have the slightest connection with the poem.
2. Note also words that could possibly function as symbols or allusions and be sure to look up information relative to allusions.

METER, RHYME, STRUCTURE, TONE

1. Discuss meter if it is relevant to the poem or if the author uses meter to accomplish a specific purpose.
2. Discuss rhyme schemes if they are important to the poem.
3. Discuss the tone of the poem as being casual, formal, pleasant, harsh, emotional, authoritative, amusing (or any other adjective that may be relevant).

HISTORICAL CONTEXT

You should attempt to place the poem into historical context, checking on events at the time it was written.  Be sure to provide information about any archaic language used, outdated expressions, allusions that add to the clarification on the poem.

THEMES

  By looking at the poem as a combination of emotion, intellect, craftsmanship, and tradition, you should be able to determine the theme(s).  You should ask yourself the following questions to help pinpoint the main ideas:

1. Is the poet trying to advocate social, moral, or religious change?
2. Is the poet sure of his/her position?
3. Does the poet appeal to the emotions, to the intellect, or both?
4. Is the poem relying on any particular devices for effect  (such as imagery, allusion, paradox, hyperbole, or irony)?

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Sample copy of poem which is explicated below:

“My Boy Jack”

Rudyard Kipling

1914-1918

“HAVE you news of my boy Jack?”

            Not this tide.

“When d’you think that he’ll come back?”

  Not with this wind blowing, and this tide.  ₄

“Has any one else had word of him?”

    Not this tide.

For what is sunk will hardly swim,

    Not with this wind blowing, and this tide. ₈

“Oh, dear, what comfort can I find?”

   None this tide,

    Nor any tide,

Except he did not shame his kind---

    Not even with that wind blowing, and that tide.  ₁₃

Then hold your head up all the more,

    This tide,

      And every tide;

  Because he was the son you bore,

        And gave to that wind blowing and that tide!   <sub>18

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Sample Explication of a Poem

“My Boy Jack”
By Rudyard Kipling
1914-1918

            “My Boy Jack” by Rudyard Kipling is a four-stanza poem with both narrative and dramatic elements.  The poem tells a story a boy named Jack who died at sea.  His mother is inquiring about Jack, and every time she speaks, the poet puts her works in quotation marks.  Kipling italicizes the narrator’s answer.  He tells her that Jack has died at sea and, “…to hold (her) head up all the more” (line 15), because he made her proud.  Jack did not, “shame his kind” (line 13).

            There are four lines in the first stanza and five lines in the last two stanzas.  Every other line rhymes.  The rhyme scheme of the first two stanzas is abab and the rhyme scheme of the last two stanzas is abbabb.  There are few figures of speech, except when the narrator tells Jack’s mother that, “what is sunk will hardly swim”(line 7).  He is saying that what is dead will not live.  The theme is that when someone dies, you should take comfort in the fact that they led a good life.  The tone of the poem is sad, yet comforting.  Kipling wrote this poem to………  In Magill’s Critical Survey of Poetry, John Smith comments that ……….

  *** Don’t forget to include what the critics have said about the poem.  This is called critical analysis and is considered a secondary source.  You need at least two different secondary sources for your critical analysis. Only one may be from the Internet. Your third source is the poems themselves. This is called a primary source. If you can find all twenty poems in one book, then you only need one primary source. 
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Name_________________

Date_______ Block_____

  Poetry Project: Paper Assessment List

Good luck and have fun!!!  I hope some of you can sing or play a musical instrument for extra credit!!!

:-)