+1 650 405 4067
Tag Archives: rhyme
Poetry Explication Paper 2022 Best
In this poetry explication paper we will focus on two poems. “The job of an explication is twofold: to point out particular, salient elements of style and to explain the purpose and effect of these elements within the text” (26).
Poetry Explication Paper
English 2342 1 Paper 2: Poetry Explication Paper .Overview On this assignment, write a formal essay that performs an explication of one of the short poems we read and discussed in class between weeks 6 and 7. Length: 2 to 3 pages. NOTE: The set of poems you can write about for Paper 2 does not include two longer poems: Coleridge’s “Rime” and Wordsworth’s “Tintern Abbey.” You can write about either (or both) of these longer poems on Paper 3, to be completed after the midterm. Assignment Due Date Your completed essay in Microsoft Word format must be submitted to Blackboard by or before 9:00 a.m. on Friday, October 14, the morning of the midterm exam.
Poetry Explication Paper
What’s an Explication? Also known as a “close reading,” an explication explains and interprets details and meanings in a work of literature. Reread Gardner’s explanation of this type of writing assignment on pages 26-27 in our course poetry packet. A passage from her explanation to note here: “The job of an explication is twofold: to point out particular, salient elements of style and to explain the purpose and effect of these elements within the text” (26). Example Essays See the example student explication essays in our poetry packet, pages 28-29 and 53-56. Needed Sections of This Essay Three main sections.
Poetry Explication Paper
NOTE: Do not label the sections or use subheadings in your essay text. The section names below are only for explanatory purposes on this assignment sheet. Section A. Interpretive Introduction • Write an opening interpretive statement on the significance of the poem in your own words. • Write a brief paraphrase of the poem in prose (in conventional sentences, not lines of verse). NOTE: Paraphrase main passages of the poem, not every single part of every line. • Your paraphrase needs to clarify the occasion of the poem, the poem’s speaker(s), and the statement the poem makes about its occasion.
Poetry Explication Paper
Section B. Analysis • Discuss two wording features and two sound features that, in your view, reinforce the poem’s message. Example analytical look at wording features (imagery, metaphor, simile, word choice, or syntax) . . . in line 1, Herrick inverts “my Julia goes” with “in silks” to emphasize the importance of . . . Example analytical look at sound features (rhyme, alliteration, assonance, or consonance) . . . the rhymes at the ends of the lines in stanza 2—see, free, me—reinforce the idea that . . . https://youtu.be/iGLwiX_baOA
Attached Files
|
Creating a concrete poetry. 2022 Best
This assignment focuses on creating a concrete poetry. Concrete poetry is a type of poetry in which the words of a poem are given a visual representation in the shape of the poem itself. The visual shapes of the poems are just as important in conveying the intended effect as the poem’s content, such as meaning, words, rhythm, rhyme, etc.
Creating a concrete poetry.
Paper details: Concrete poetry is a type of poetry in which the words of a poem are given a visual representation in the shape of the poem itself. The visual shapes of the poems are just as important in conveying the intended effect as the poem’s content, such as meaning, words, rhythm, rhyme, etc. The term “concrete poetry” was coined in the 1950s by Brazilian poets and its principle tenet is that using words as part of a specific visual work allows for the words themselves to become part of the poetry, rather than just unseen vehicles for ideas. Concrete poems have been created based on the shapes of stars, cats, apples, trees, candles, faces, and many other shapes.
Creating a concrete poetry.
The words or content that create each shape align with the shape itself. For example, the shape of an airplane is created with associated content, ascending into the sky. The words that make the airplane outline state, “a flick, a shudder to soar, a push–the nose, the wings held high and steady–the plane is ready to touch the sky.” As our textbook mentions, poetry can foster creativity. Concrete poetry is particularly effective in early childhood education because it merges the two most important elements of children’s literature: content/narrative and illustration. Instructions Your assignment in this module is to send home a concrete poetry assignment (including directions and a sample poem) for your early childhood classroom.
Creating a concrete poetry.
In this mock assignment, the student and his/her parent/guardian will create a concrete poem using/tracing the outline of one of each of their hands. The child and family member must describe how they use their hands, what they like about their hands, and/or why hands are important. Once you complete your directions to send home with a child and your sample hand poem to be attached to these directions, you will ask a friend/family member (preferably one with a child) to complete the second page as if they were your student and parent. Then, you will scan both pages and attach them online for grade submission.
Creating a concrete poetry.
Have fun and be creative! Please review the following templates for this assignment; each template is numbered. You may use these templates as your own documents or create something similar. Download Concrete Poetry Pages 1–2Download Concrete Poetry Pages 1–2 Download Concrete Poetry Page 3Download Concrete Poetry Page 3 You may also wish to print the assignment instructions: On page 1, clearly type or hand write directions to the parents and students, defining concrete poetry and outlining the project (stay positive, write in letter format, and write clearly on half of the horizontal page).
Creating a concrete poetry.
Also, you may use phrases from the description above or below when defining concrete poetry in your directions. On page 2, create a sample “hand poem” that you have completed with the outline of your own hand on the other half of the horizontal page. You may write and/or draw inside your hand, around the edges, in the fingers, etc. It may rhyme or not. There are no limits with concrete poetry! Be creative so you will inspire the student and his/her parent to be creative! Page 3 will be a completed set of “hand poems” by a parent/guardian and child.
Creating a concrete poetry.
Please prep the horizontal space for the parent/guardian as if you would really send this home by labeling the spaces, drawing a line down the center, etc. Although this may be a friend and his/her child, please imagine this is your student and his/her parent/guardian. Upload both complete documents. Evaluation: After completing the assignment, evaluate and consider how you did. If you were to use this assignment in an early childhood education classroom, how would you alter or change it? What did not work so well? https://youtu.be/or4HGck4g2o
Attached Files
|
