They begin beating it with a hose To find out what it really means. The poem “Introduction to Poetry” by Billy Collins is about exploring the beauty of the world with the use of sound and mind using imagination. It introduces the exploration of the world through a different point of view. The tone of the poem is beauty, imagination, and misunderstanding. This poem means that people need to look at the
His word choice emphasizes his point that poetry shouldn’t mean anything more then what it already says. MacLeish fosters synonyms such as “mute” and “dumb” or “silent” and “wordless” to reinforce his simplistic philosophy that poetry should be. Aside from the author’s choice of words, the repetition used in Ars Poetica further highlights various aspects of poetry. Often the speaker wishes to reveal to his reader the impression that poetry should be something felt or “palpable” as he expressed it. Nearing the end of the poem, MacLeish creates a complete view of poetry after saying that “a poem should be equal to: not true” and “a poem should not mean but be”.
What did it fulfill? How did it go about that? Those are all questions that involve the beginning of this discussion, the purpose of poetry. Jane Hirshfield, a known poet talked about the purpose in her journal “Poetry and Uncertainty”. Hirshfield says, “Poetry often enacts a recovering of wholeness of emotional and metaphysical balance, weather in an individual or a culture.” (63) So poetry has in innate emotional attachment to us, evoking all manner of thoughts, feelings and a balance for not only the individual but the culture as well.
Stevenson 1 Jessica Stevenson Ms. Hays English 202 22 March 2012 An Explication of William Stafford’s “Ask Me” The poem “Ask Me” is not as it may seem the first time you read it, you have to read through it a second maybe even a third time in order to take notes about the true meaning that Stafford is trying to get across. William Stafford gives us a paraphrase of his own poem “Ask Me”, giving the reader a look into what the poem means to him. By giving us the reader a more in depth explanation of his work it allows us to understand the meaning within the poem itself. So now let’s take a look at it and see what his thoughts were. This poem is like no other of William Stafford’s.
I found this poem interest me in that it brings out diction, symbols, sound, sense, and repetition; hence, the purpose of this essay is to explicate the poem “We Real Cool” in a line-by-line structure. In the poem Gwendolyn Brooks uses multiple meanings in simple words by using slang. One example of this is when the teens mention in line one “We Real Cool” As we all may know this is an incorrect vocabulary, for “we real cool” is not proper English but street talk. Case in point, the word “we” comes up within the line this shows that there is more than one person; the poet is insinuating that there is a group, or gang. Also, by the words “real cool” this shows how arrogant the young men are, it even points out how the individuals themselves place themselves higher than others.
The simile enhances the meaning of the poem by comparing words or sentences. Imagery uses words to create pictures. a metaphor is a comparison between two unlike things without using the words like or as. Did these devices help create imagery or communicate the author's feelings? They helped me visualize the woman and enhance the emotion in the poem.
Overview and Context The poem might be viewed as a literary exercise in logic as much as a ‘love’ poem’. Marvell’s speaker uses a tripartite structure to follow his argument to its conclusion, effectively forming a ‘syllogism’. This poem is also a prime example of the ‘sex-death’ juxtaposition (which critics such as Roland Barthes have explored in more detail), also a marked characteristic of Romeo and Juliet. Whilst many students will be able to understand the ideas contained within this poem, a very rough ‘translation’, such as the one which follows, may be useful. Click on the images to enlarge them.
For instance a stanzas definition “In poetry a stanza is a grouped set of lines within a poem…”. In a prose stanzas are not used instead periods are put in at the end to start another line. Poetry is different in these ways but have similarities with prose. A similarity between the two is that they both have is they are both forms of literature and they both compliment each other. One way they compliment each other is that a poem can become a story and a story can become a screenplay.
In this atypical poem, Thomas defines his unique relationship with Poetry. It is clear from the start that the poet has an innate passion for words, and he sees the poem as a means of expressing this. There are some defiant techniques which are used to demonstrate this, explained below. To begin with, the structure of the poem enhances Thomas’ view of the primacy of words. The line lengths are kept short, some singling out individual words.
Lesson Title: Figurative Language in Poetry Grade Level: 7th - 8th Grades Aim: (To be written on the board) How can using figurative language make our creative writing and poetry more interesting and expressive? Do Now: (To be written on the board) Describe: a) Your favorite place b) Your favorite activity, game, sport, hobby c) Yourself or a person close to you - yourself, friend, parent, sibling, coach, etc. Use descriptive and vivid vocabulary to make a list of several traits, characteristics, features of at least (2) of the choices listed. Homework: (To be written clearly in the corner of the board) Using your description of a person, place, or activity that was done in class; write 3 to 4 similes and 3 to 4 metaphors relating to your topic and create your own poem! Rationale: This lesson is appropriate for middle school students, ages 12 and older, who are in Piaget’s “formal operational” stage of development.