...Poetry Essay COURSE # and TITLE ENGL 102: Literature and Composition SEMESTER OF ENROLLMENT Spring B 2011 WRITING STYLE USED Turabian Thesis “The Road Not Taken” by Robert Frost is a lyrical poem in which the emotion, symbolism, and certain rhythmic patterns are used to emphasize the thematics of the poem and the message the speaker is trying to deliver by writing it. Outline I. Introduction a. “The Road Not Taken” by Robert Frost II. Theme a. Literal: i.e. “fork in the road” as an actual path b. Symbolic: i.e. “fork in the road” as a contemplated decision III. Mood of the speaker a. Uncertain at the opening b. Satisfied with the conclusion in the statement, “and that has made all the difference” IV. Symbolism a. Christian perspective b. Choice between good and evil V. Rhythmic patterns a. Assonance b. Alliteration c. Consonance VI. Conclusion Poetry Essay In order to acceptably examine a poem, the reader must be able to interpret the representation and significances in what the poet has written it. Robert Frost’s “The Road Not Taken” is a lyrical poem in which the emotion, symbolism, and certain rhythmic patterns are used to accentuate the thematic of the poem. It also helps to interpret the message the author or presenter is trying to send by writing it. Poems often times will have an actual, literal meaning as well as an unseen, symbolic, fundamental meaning that the speaker is trying to express to the reader. For example, in this poem...
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...General Certificate of Secondary Education Higher Tier June 2014 English Literature Unit 2 Poetry across time Thursday 22 May 2014 1.30 pm to 2.45 pm 97102H H For this paper you must have: • an AQA 16-page answer book • an unannotated copy of the Anthology Moon on the Tides. Time allowed • 1 hour 15 minutes Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The paper reference is 97102H. • Answer two questions. • Answer one question from Section A and the question in Section B. • For Section A, you must have a copy of the AQA Poetry Anthology Moon on the Tides in the examination room. The text must not be annotated and must not contain additional notes or materials. • Write your answers in the answer book provided. • Do all rough work in your answer book. Cross through any work you do not want to be marked. • You must not use a dictionary. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 54. • You should: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice • You are advised to spend about 45 minutes on Section A and about 30 minutes on Section B. • You are reminded that there are 36 marks for Section A and 18 marks for Section B. IB/M/Jun14/E2 97102H 2 Section A: Anthology – Moon on the Tides Answer one question from this section. You are advised to spend about 45 minutes on this...
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...General Certificate of Secondary Education Higher Tier June 2014 English Literature Unit 2 Poetry across time Thursday 22 May 2014 1.30 pm to 2.45 pm 97102H H For this paper you must have: • an AQA 16-page answer book • an unannotated copy of the Anthology Moon on the Tides. Time allowed • 1 hour 15 minutes Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The paper reference is 97102H. • Answer two questions. • Answer one question from Section A and the question in Section B. • For Section A, you must have a copy of the AQA Poetry Anthology Moon on the Tides in the examination room. The text must not be annotated and must not contain additional notes or materials. • Write your answers in the answer book provided. • Do all rough work in your answer book. Cross through any work you do not want to be marked. • You must not use a dictionary. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 54. • You should: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice • You are advised to spend about 45 minutes on Section A and about 30 minutes on Section B. • You are reminded that there are 36 marks for Section A and 18 marks for Section B. IB/M/Jun14/E2 97102H 2 Section A: Anthology – Moon on the Tides Answer one question from this section. You are advised to spend about 45 minutes on this...
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...Louise Cowan, in her introduction to The Terrain of Comedy, speaks about the four parts of the poetic universe as defined by Aristotle: lyric, tragedy, comedy and epic. Louise argues that the whole of redemption fits into these fours elements of poetry. Lyric is the realm of love, the “place of origins and sources…symbolized by the garden.” Lyric represents both the pre-Fall condition of man and the redemptive state. Tragedy is the loss of the garden; comedy is man enduring in the fallen world. Epic, however, restores man to his pre-Fall state. The epic “struggles to build or cleanse,” attempting to complete the journey to the new Eden, one which is “redeemed and made new.” Dante projects his redemptive journey in the Divine Comedy upon the conversation between Statius and Virgil. In Statius and Virgil’s conversation, Dante reveals the necessity of epic, its shortcomings, and lyrics role in redemption. The epic is the journey to redemption and Love lyric is the end. Dante, throughout the divine comedy, reveals the epic struggle. Virgil, the epic poet, does what the saint cannot,...
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...Three impressive civilizations, from different time periods, have managed to influence each others cultures through the literature works of poetry; from Ancient Egyptian song: “I Am Your Best Girl”, to the glorious Greek love poems of the beautiful Sappho, and the monotheistic Hebrews Song: “I Am the Rose of Sharon.” Over the course of thousands of years, each of these great civilizations had countless views on poetry; all represented inspiration to their own citizens to become successful in life’s endeavors. All forms of literature, art, scripts and artifacts had a wide effect on these societies. By comparing these key examples of poetry, matters of passion for personal integrity, search for eternal love, admiration for greater quality of life and powerful affection towards dear ones, can give us a better understanding towards the emotional and dignifying experiences each culture portrayed. In the first Love Song: “I Am Your Best Girl,” there are many contrasts between the authors theme of powerful affection towards a beloved and the authors self-definition of ones own society. To start, the author sets a personal tone of desire and devotion to ones beloved. She shows ones worth in the first few lines of a simile “I belong to you like an acre of land which I have planted,” here the poet doesn’t mind becoming a part of mans property, she is deeply devoted to him. Nevertheless, it can also bring meaning into a hard days work of maintaining the land and applying that to her...
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...PLATH Sylvia Plath was an American poet, novelist, and short-story writer. She is widely recognized as one of the most important American poets of the twentieth century. Her best-known poems are carefully crafted pieces noted for their personal imagery and intense focus. Many concern such themes as alienation, death, and self-destruction. Her vivid imagery, searing tone, and intimate topics cemented her place among the pantheon of great poets. Best known for novel The Bell Jar and her second volume of poetry, Ariel, Plath's reputation has only grown since her death in 1963. She is considered a poet of the confessional movement, which was led by Robert Lowell, but her work transcends this label and speaks to more universal truths than simply her own emotions. Although the sensational nature of her death by suicide has led some critics and readers to conflate the value of her life and art, Sylvia Plath's poetry demonstrates an astonishing capacity to engage with the art of poetry; many of her words and images have become fully entrenched in the literary consciousness. EARLY LIFE Sylvia Plath was born on October 27, 1932 in Jamaica Plain, Massachusetts to Aurelia Schobert Plath (American of Austrian descent) and Otto Emile Plath (immigrant from Grabow, Germany). Her father was a biology and German professor at Boston University. He was also an author of a book based on bumblebees. There was a stark age difference between Plath’s parents, her mother being twenty one years younger...
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...child of mine and as her breathing became more labored, prayed as I led her: "Jesus. You love little children: help me!" that was at midnight on November 28, 1932. A few minutes later, she had joined the angels and left us in anguish that numbered all feelings. But t have since risen from the depths to which Sonia's death crushed me, and phoenix- like have left my dead ashes, to sing the charms that the death of one so dearly loved can bring to the soul. I have known the darkness of occasional brooding, but I would dwell most upon a struggle with sorrow that has sweetened my nature, which otherwise, would have been stultified by the pain. Pain, I have realized, is beautiful only when one can rise from its depressing power. I have known the people who have become bitter and cynical under the lash of sorrow, and I have known some who have never recovered from anguish. My experience is important only so far as it may help others towards growth: it is worthless to me if it implies vanity. Sonia is, to me, as fairy tale told or a lyric half lost in fancy, a delicate melody unsung. Had she grown into full womanhood, she might have become an intellectual, for she was deliberate and clear- cut in her language, precise in her reasoning, and keen in sensing nuances which matured minds about her could not appreciate; then, I should have been forever lost, the glamour of its poetry never felt even in vague suggestions, and the delicate melodies never perceived. As a friend suggested to me...
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...Amanda Lynch Reading Poetry April 30, 2014 The Glorious Journey: A Reflection on the Poetry of Hafiz “A poet is someone who can pour light into a cup, then raise it to nourish your beautiful parched, holy mouth.” With such a philosophy as this, it is unsurprising that the poetry of the legendary Sufi mystic Hafiz has survived and even remained influential for nearly 700 years. Born somewhere around the year 1320, in Shiraz, Persia, Hafiz was born into an Islamic family. After memorizing the Koran when he was a teenager, he began to practice mysticism and to write poetry in his early 20s. It is estimated that he wrote somewhere around 5,000 poems, each of them divinely inspired, before he died in 1389. Of these five thousand poems, only 500-700 have survived, and there is some doubt as to whether or not all the poems ascribed to him are authentic. The majority of his work is thought to have been destroyed by the religious and political authorities of the time who were threatened by the ideologies of Hafiz. Regardless of this, his poetry remained hugely influential, with his Divan, or collected works, becoming a classic part of Sufi literature. People who find themselves in need of guidance will often use his poetry as an oracle, a practice that began shortly after his death and continues to be used today. They will use randomly selected couplets or poems to find wisdom and make important decisions. It is perhaps fitting that Hafiz’s greatest impact would be on Sufism,...
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...ENG 101B Poetry: The Enlightenment of a Forsaken Culture Poetry is an art that provokes the mind, transforms the soul and conveys sentiments unknown. It’s the literary means of conveying a cryptic outlook to an idea, theme or feelings composed by the author; a rhythmic pattern that utilizes rich and precise words in a piece; applies figurative language in order to transcend to an abstract or literal world. Poems use various styles of writing; either complex or straightforward language. Imagery, symbols and metaphors are also used. A poem can take many forms it be either short or long, meaningless or meaningful with the ability to illuminate and enrich the readers understanding with many aspects of life. Yet, for a poem to transcend time, the author must accomplish one fundamental thing: to create a connection between the poem and the reader. Thus, awakening of the mind, body, and soul. The poems chosen, are an attempt to understand and connect self to a forgotten and at times, unknown culture and heritage. To accomplish the task at hand, the first step was to search for Mexican-American poets. Second step was to find a common theme (culture and heritage) or writing style. Lastly, all of the poems needed to be predominantly in English. With a variety of Mexican-American poets, the task was not as simple, nonetheless, it was accomplished. The following five poems examine the language, symbols and metaphors used by the poets that elicit a deeper understanding of a culture:...
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...A Comparison of “Dog’s Death” and “Do Not Go Gentle into That Good Night” Tammy McGee ENG 125: Introduction to Literature Instructor Jessica Dennis August 12, 2013 The theme I have chosen to write about is death and impermanence, and the two literary works I have chosen to compare and contrast are Dog’s Death by John Updike and Do Not Go Gentle into That Good Night by Dylan Thomas. How we are affected by death, and how we accept that it is inevitable seems to be a theme for many short stories and poems. Death brings a struggle between the dying and the family and friends of the dying. All the loved ones of the dying want them to do is fight, to encourage them to stay positive, even when there is no chance of survival. We want to be selfish and want to spend as much time as we can with them before they die. Just as the two poets in these poems do. In Dog’s Death by John Updike, the dog wants to lie down, to hide so she can die peacefully but the family rushes her to the vet to try and save her. And in Do Not Go Gentle into That Good Night by Dylan Thomas the father is being begged to fight against the inevitable death. I am going to show how loved ones want the dying to fight death, whereas the dying would like to come to peace with death and rest. Both Dog’s Death and Do Not Go Gentle into That Good Night are poems, however they are structured differently. Dog’s Death is not a set structure, meaning to say it is not a certain type of poem. It has five stanzas...
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...twitched and stiffened; their limbs moved jerkily as if to the tug of unseen wires.” (chpt 2). The Director explains that the shock treatment helps make the babies dutiful. Although this method has been successful, it is concerning that the government is willing to harm to maintain such power over the people. Another example of how the government controls society’s thoughts is through the Director’s statement. "Just to give you a general idea," he would explain to them, “for of course some sort of general idea they must have, if they were to do their work intelligently—though as little of one, if they were to be good and happy members of society, as possible. For particulars, as every one knows, make for virtue and happiness; generalities are intellectually necessary evils. Not philosophers but fret-sawyers and stamp collectors compose the backbone of society.” (1.5). The director is implying that people should only know “general ideas” rather than the full picture because thinking is a danger to society. The more people know, the greater the chance of rebellion. This statement is similar to Mustapha's later claim about how thinking with purpose is a threat to the World State. Books were obviously forbidden in society, even though there were rumors some were hidden. “The D.H.C. looked at him nervously. There were those strange rumors of old forbidden books hidden in a safe in the Controller's study. Bibles, poetry—Ford knew what. Mustapha Mond intercepted his anxious glance, and the...
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...Sonia PAIN, I have realized, is beautiful only when one can rise from its depressing power. I have known people who have become bitter and cynical under the lash of sorrow; and I have known some who never recovered from anguish. My experience is important only so far as it may help others toward growth; it is worthless to me if it implies vanity. Sonia to me is a fairy tale half told or a lyric half lost in fancy, a delicate melody unsung. Had she grown into full womanhood, she might have become an intellectual; for she was deliberate and clearcut in her language, precise in her reasoning, and keen in sensing nuances which maturer minds about her could not appreciate; then I should have remembered her as reason grown into wit and perhaps into philosophy, but the impression of a fairyland would have been forever lost, the glamor of its poetry never felt even in vague suggestions, and the delicate melodies never perceived. As a friend suggested to me when grief was most oppresive: "You shall always remember her as a child." How beautiful I felt it was! For nothing but poetry could give such a feeling. In such a moment, reason would have destroyed me with consummate triumph; for if I had tried to explain why God had snatched away from me the thing I loved best in life, I would have allowed reason to rob me of sorrow to show me the way to a more beautiful, more full, and nearly perfect life. Sonia shall always live in my memory as a child who wonders why the stars shine in the...
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...Craziness in Desperation --Reading Ariel Abstract: The American poetess Sylvia Plath with her short, yet brilliant life is a notable figure in the field of twentieth-century American poetry. Ariel is one of her late poems which marks her maturity in poetry and is of great importance to the study of her works. Through interpretation of Ariel, we can learn her psychological struggle which stems from the conflicts of the duality in identity. Key Words: Sylvia Plath, poetess, identity, craziness The poem Ariel is the title poem in the posthumous poem collection of the same name of the American Poetess, Sylvia Plath who plays a remarkable role in mid-twentieth American poetry, especially in the movement of Confessional Poetry. As a woman writer, Plath was always in conflict of her two identity -- a woman as a docile and domestic housewife, mother or daughter and on the other side a writer of independence and free mind. She was forever struggling all her life which she ended at the age of 31. Her suicide, which is often related to her disastrous marriage with English laurel poet Ted Hughes, alongside with her identity as a woman poet drew much public attention right after her death and has remained a contested topic until today. Her poems has been constantly reprinted in the UK and USA as well as in numerous translated versions. She is widely “recognized as one of the leading figures in twentieth-century Anglo-American literature and culture”.1 Her late poems which are often...
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... This includes the presentation of work that has been copied, in whole or part, from other sources (including other students’ work, published books or periodicals, or unpublished works or unauthorized collaboration with other persons), without due acknowledgement. Consequences of Plagiarism and Collusion A student found guilty of plagiarism will be subject to some or all of the following: Referral to Course Coordinator or Lecturer for: counseling; submission of further work; the placing of a record of the alleged infringement on the student’s file. Referral of the matter to the Lecturer or CIE for: issuing of written warning; re-submission of work for assessment or the undertaking of another form of assessment such as an oral or unseen examination; allocation of a fail grade to part or all of the assessment; allocation a fail grade to the subject. Referral of the matter to the CIE for: suspension from the course; official disciplinary action by the University Disciplinary Committee. Student DeclarationI declare that this assignment is original and has not been submitted for assessment elsewhere.I declare that this assignment is my own work and does not involve plagiarism or collusion.I give my consent for the electronic version to be examined by relevant plagiarism software programs. I have made a photocopy or electronic copy...
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...Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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