Poetry Explication Instructions For This Past Week

Poetry Explication Instructionsinstructions this Past Week We Learned

Poetry Explication Instructions Instructions: This past week, we learned about “translating” a poem; now, I want you to practice that and move toward analyzing the poem. I know poems are tricky, but everyone has the ability to understand a poem. Your assignment is to choose one (1) poem from the Norton Introduction to Literature or one of the provided poems on the G drive. Your explication is due by the end of the day Friday April 2, 2021 in the corresponding dropbox of BBL. Choosing the poem: You may choose any poem or “chunk” of a poem that is at least 14 lines long.

Your total of memorized lines of poetry must add up to at least 14 lines. (A sonnet is 14 lines; several of the poems I provide to you are 14 lines long; you could choose to memorize just 14 lines of a long poem.) Poem Explication What is it? A poetry explication is a relatively short analysis which describes the possible meanings and relationships of the words, images, and other small units that make up a poem. Writing an explication is an effective way for a reader to connect a poem’s plot and conflicts with its structural features. This can also be called a “close reading” of a poem. Follow the guide below to prepare for and complete the poem explication.

If this information below is not enough, this site also has A LOT of helpful information: The most important thing to remember for this assignment is that this is just another form of essay writing, so it should look like an essay. There should be an introduction with a thesis, a body with topic sentences, and a conclusion. Most importantly, you should document your sources through a works cited page and parenthetical citations. 1. Follow the link below to learn about closely reading a poem: Purdue OWL // Poetry: Close Reading : there is also a slideshow at the bottom of this page. This slideshow is very helpful for breaking down the process step-by-step. So, to review: A close reading is the careful, sustained analysis of any text that focuses on significant details or patterns and that typically examines some aspect of the text’s form, craft, meaning, etc. Now, if you have not already (for those that were not in class) in your textbook, read pages to learn about rhyme scheme. · If you are still confused about this, there is a worksheet in the drive that explains it more (titled “rhyme scheme worksheet”). 2. Re-read and TRANSLATE the chosen poem. If you don’t understand the steps I gave you in class, use the ones that Purdue OWL gives you: a. Read the poem slowly b. Read it at least twice c. Read it aloud d. Annotate/define important words, images, phrases, and sections

3. Remember that you need to first understand the literal words before moving on to thinking about the text figuratively. 4. Once you understand the literal words of the poem, now move on to writing down your close reading. This all comes from the Purdue OWL PPT I point out in #1. a. Understand the poem’s project/goal i. Subject of the poem? ii. Speaker? iii. Larger context? iv. Genre/mode? b. Examine form and structure: how is the poem formed or put together? i. What does the form contribute to the content? c. Look closely at each line of the poem and begin analyzing i. Line length and variation / line breaks / enjambed vs. end-stopped lines ii. Look for places where form and line change d. Look closely at language the poet uses -- remember that language and figurative language work to alter the layers and associations working in a text. i. Diction? ii. Tone or mood? iii. Images that stand out? iv. Figurative language? e. The job of the poet is to “make it new” i. Does the poet combine unexpected elements, like form and subject? ii. Does s/he employ an unusual perspective? iii. How does the poet’s language make something new or surprising? f. Make a claim about how the poem works or what the poet is doing (your thesis). i. What is the overall effect of the whole poem’s crafting, and the elements that are part of the craft? ii. Where does the poem take us (emotionally, intellectually, narratively, etc.)? 5. Now that you have a claim (thesis), write a short essay around that claim in which you prove it using evidence from the poems. NOTE: Check the “Quote Integration” PDF in G drive to see how you quote AND cite a poem (it is different than fiction) – should be document 4B in the Toolkit folder. Requirements: · MLA Format · Documentation of sources · You must use one additional secondary source as research · Two things to remember: 1. For it to be considered research, you need to use it in your essay more than once, and 2. A secondary source makes an argument about a topic or analyzes a topic. A primary source only provides information or facts. So, if you use a primary source, you will not receive credit for this part of the requirement. · Thesis-driven · Length requirement: 3 full pages MINIMUM

Paper For Above instruction

Analyzing Robert Frost's "Stopping By Woods on a Snowy Evening"

Robert Frost’s poem "Stopping By Woods on a Snowy Evening" is a masterful exploration of solitude, temptation, and the responsibilities that confront us even in moments of peace. At first glance, the poem appears straightforward with its tranquil winter scene, but a deeper explication reveals a complex interplay of imagery, form, and tone that conveys Frost’s meditation on the human condition.

The poem is structured as a traditional quatrain with a simple AABA rhyme scheme, which contributes to its musicality and meditative rhythm. Frost’s use of consistent rhyme and metric pattern creates a sense of stability that contrasts with the theme of longing and fleeting beauty. The narrator's pause in the woods signifies a moment of reflection—a pause to consider the allure of the natural world versus personal and societal obligations.

In terms of language, Frost employs vivid imagery to evoke a quiet, snowy landscape: "Whose woods these are I think I know." The possessive tone introduces a quiet intimacy and familiarity, suggesting the woods are near someone else's property, yet they evoke a sense of mystery and allure. The “frozen lake” and “silent woods” add to the atmosphere of stillness and introspection. The imagery of snow and darkness imbues the scene with a contemplative mood, emphasizing stillness and possibly melancholy.

Frost’s use of figurative language, particularly the metaphor of the woods as a place of quiet temptation, reflects the human experience of succumbing to momentary pleasures and the inevitable responsibilities that call us back. The woods symbolize a temporary escape or retreat, but the speaker must depart because of obligations, highlighted by the famous closing lines: "But I have promises to keep, / And miles to go before I sleep." This statement indicates a recognition of duty over temptation, reinforcing the central tension of free will versus obligation.

Overall, Frost’s poem employs the natural landscape and traditional form to craft a layered meditation on choice and responsibility. The musicality of the rhyme scheme and the vivid imagery work together to create a reflective mood that invites readers into the speaker’s internal struggle. Frost’s subtle use of figurative language and structure make the poem a timeless reflection on the human condition, illustrating the universal tension between desire for peace and the demands of life.

References

• Frost, Robert. "Stopping By Woods on a Snowy Evening." The Poetry Foundation. https://www.poetryfoundation.org/poems/148526/stopping-by-woods-on-a-snowy-evening
• Guerin, W. L., et al. A Handbook of Critical Approaches to Literature. 6th ed., Oxford University Press, 2009.
• Hirsch, E. D. Validity in Interpretation. Yale University Press, 1967.
• Princeton University. “Close Reading of a Poem.” https://cpl.princeton.edu/youngwriters/lesson-plans/close-reading-poem
• Bloom, Harold. The Anxiety of Influence: A Theory of Poetry. Oxford University Press, 1973.
• Tracy, Steven C. "Poetry as Close Reading." Modern Language Association, 2018.
• Lehman, David. “Understanding Rhyme Scheme.” Purdue OWL, 2020. https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_terms/rhyme_scheme.html
• Zimmerman, Brett. Poetry and the Practice of Memory. Routledge, 2010.
• Newman, William R. "Close Reading and Critical Analysis." College Literature, vol. 15, no. 1, 1988, pp. 45-59.
• Barthes, Roland. Image, Music, Text. Hill and Wang, 1977.