You will have a poetry outline assignment due Monday, October 1st, which is explained here. This will be turned in online, and Turnitin information is available on the last slide. Remember, you are choosing a poem of your own selection from the "Collection of Poems" section of your book to use for this assignment.
The slide show for your take home poetry essay is available here. Your take home essay will be submitted to Turnitin no later than Sunday, October 7th, at 10:00 pm.
The poem that you are all writing your first poetry essay on is available here. Please write your essay on this poem. I will not accept essays written on a different poem for this assignment. This poem is also available in your red book on page 533. ("The Starry Night", by Robert Fagles.)
Tuesday, September 25, 2018
Thursday, September 20, 2018
Due Monday 9/24 and Tuesday/Wednesday 9/25-26
Remember on Monday you are having your interpretation assessment. Please review your feedback on your practice and all class notes on interpretations and devices to help you prepare for this task.
Please watch and take notes on the Syntax slide show available here. Remember, I usually talk about this in class, so I am expecting you will come to class with questions or things about syntax that you don't understand.
Then, from the section of syntax reading posted previously, select one poem to read carefully for syntax. Write one analytical unit on a turn-in-able piece of paper that analyzes the author's use of syntax. See below for a break down of what this analytical unit will be like. Your analytical unit will probably be about 1/2 of a page in length and look like a little paragraph.
Analytical unit:
Where is the example: provide a quotation (if possible) or make an larger observation about the type of syntax being used.
What: name the syntax or be descriptive about the syntax being use.
(note: your where and your what steps may be done in the same sentence)
How: Describe the effects of this use. How is it affecting emphasis, pacing, mood, tone, etc.
Why: why are the "how" effects important for creating meaning and connecting to interp elements of your poem.
Please watch and take notes on the Syntax slide show available here. Remember, I usually talk about this in class, so I am expecting you will come to class with questions or things about syntax that you don't understand.
Then, from the section of syntax reading posted previously, select one poem to read carefully for syntax. Write one analytical unit on a turn-in-able piece of paper that analyzes the author's use of syntax. See below for a break down of what this analytical unit will be like. Your analytical unit will probably be about 1/2 of a page in length and look like a little paragraph.
Analytical unit:
Where is the example: provide a quotation (if possible) or make an larger observation about the type of syntax being used.
What: name the syntax or be descriptive about the syntax being use.
(note: your where and your what steps may be done in the same sentence)
How: Describe the effects of this use. How is it affecting emphasis, pacing, mood, tone, etc.
Why: why are the "how" effects important for creating meaning and connecting to interp elements of your poem.
Tuesday, September 18, 2018
Monday, September 17, 2018
Monday's Slideshow
Please remember to have your homework complete for Tuesday/Wednesday. Information is available in the previous post.
We finished the Battle activity today and learned some important lessons:
1. Sometimes the "how" effects of different devices are similar. For example, both the "helmet and rifle" metonymy and the "sank like moles" simile have a dehumanizing effect. When this happens, it's fun to make these connections in our essays. Sometimes however, a "how" idea may not connect to any others. That's okay too. The main thing is to have as many how ideas as possible.
2. We also learned that because the evidence we use to form our "why" interpretation statements is the same for everyone, our interp statements are similar to others'. For example, both your classes and last year's classes developed similar interp "chains" for the Battle. The poem focuses on:
- dehumanization of soldiers
- depersonalization of soldiers
- physical and mental horrors of war
- lack of control for the soldiers
- failing hope and optimism
This helps us realize that poetry is actually a lot less subjective than we might think if we approach it as poetry scientists gathering data and constructing hypotheses based on our findings.
3. To encourage us to be brave and try to share all of our ideas, we also watched this motivational slide show on "speculative language." You may want to try some of these out on your interpretation practice homework.
We finished the Battle activity today and learned some important lessons:
1. Sometimes the "how" effects of different devices are similar. For example, both the "helmet and rifle" metonymy and the "sank like moles" simile have a dehumanizing effect. When this happens, it's fun to make these connections in our essays. Sometimes however, a "how" idea may not connect to any others. That's okay too. The main thing is to have as many how ideas as possible.
2. We also learned that because the evidence we use to form our "why" interpretation statements is the same for everyone, our interp statements are similar to others'. For example, both your classes and last year's classes developed similar interp "chains" for the Battle. The poem focuses on:
- dehumanization of soldiers
- depersonalization of soldiers
- physical and mental horrors of war
- lack of control for the soldiers
- failing hope and optimism
This helps us realize that poetry is actually a lot less subjective than we might think if we approach it as poetry scientists gathering data and constructing hypotheses based on our findings.
3. To encourage us to be brave and try to share all of our ideas, we also watched this motivational slide show on "speculative language." You may want to try some of these out on your interpretation practice homework.
Thursday, September 13, 2018
Homework due Tuesday 9/18 or Wednesday 9/19
Please complete a minimum of two of the three interpretation practice poems to hand in on Tuesday/Wednesday. Everyone must complete the poem "Collection Day" but you have your choice between "Storm Warnings" and "As I Sit and Sew". Make sure to practice writing complex (multi chain) interpretation statements.
Then please read the section on Imagery (444-450) and Diction 436-444) in your books, learning any terms and practicing with the poems in those sections.
Then please read the section on Imagery (444-450) and Diction 436-444) in your books, learning any terms and practicing with the poems in those sections.
Tuesday, September 11, 2018
Due Thursday/Friday
Here is the slideshow from class today which reflects on the difference between rhetoric and literature as well as more suggestions on how to develop an interpretation statement.
For Thursday/Friday, you will need to complete two tasks in this order.
1. Read the handout "The Happy Synergy of Interpretation and Analysis"
2. Read the section on Figurative Language in your book, pages 451-457.
For Thursday/Friday, you will need to complete two tasks in this order.
1. Read the handout "The Happy Synergy of Interpretation and Analysis"
2. Read the section on Figurative Language in your book, pages 451-457.
Thursday, September 6, 2018
Doc and due Monday
Associative Thinking
Reading due Monday
Interpretation Generation
Also, please have a parent acknowledge our polices by having them sign a note stating so. Syllabus powerpoint is available here.
Assignment due Tuesday/Wednesday (in case you want to get a head start over the weekend)
Poetry "Mad-Lib" Assignment
Reading due Monday
Interpretation Generation
Also, please have a parent acknowledge our polices by having them sign a note stating so. Syllabus powerpoint is available here.
Assignment due Tuesday/Wednesday (in case you want to get a head start over the weekend)
Poetry "Mad-Lib" Assignment
Tuesday, September 4, 2018
Due Thursday (A-Day) and Friday (B-Day)
Homework:
Write an analysis of the following poem. I know this probably seems impossible to you, which is okay because this is a pretest and worth completion points!
In your analysis, you may wish to consider such things as structure, diction, figurative language, and imagery. DO NOT CONSULT ONLINE RESOURCES!
This assignment is graded on completion, so please don't worry and just show me what you can do. This entire assignment (thinking and writing) should take 40 minutes. Set a timer, and stop where you are when that time has elapsed, even if it is in the middle of a sentence. I really just want to see what you can do in 40 minutes.
Design
I found a dimpled spider, fat and white,
On a white heal-all*, holding up a moth
Like a white piece of rigid satin cloth --
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches' broth --
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.
What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.
* heal-all: a flower that is normally blue
Also, please do your best to have your parent/guardian acknowledge the course policies as presented in syllabus slide show. If your parent/guardian is not available tonight, please try to have it to turn in on Monday. Syllabus slideshow is available here.
Write an analysis of the following poem. I know this probably seems impossible to you, which is okay because this is a pretest and worth completion points!
In your analysis, you may wish to consider such things as structure, diction, figurative language, and imagery. DO NOT CONSULT ONLINE RESOURCES!
This assignment is graded on completion, so please don't worry and just show me what you can do. This entire assignment (thinking and writing) should take 40 minutes. Set a timer, and stop where you are when that time has elapsed, even if it is in the middle of a sentence. I really just want to see what you can do in 40 minutes.
Design
I found a dimpled spider, fat and white,
On a white heal-all*, holding up a moth
Like a white piece of rigid satin cloth --
Assorted characters of death and blight
Mixed ready to begin the morning right,
Like the ingredients of a witches' broth --
A snow-drop spider, a flower like a froth,
And dead wings carried like a paper kite.
What had that flower to do with being white,
The wayside blue and innocent heal-all?
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall?--
If design govern in a thing so small.
* heal-all: a flower that is normally blue
Also, please do your best to have your parent/guardian acknowledge the course policies as presented in syllabus slide show. If your parent/guardian is not available tonight, please try to have it to turn in on Monday. Syllabus slideshow is available here.
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