Death" by John Updike, p. 340
World is Too Much with Us" by William Wordsworth, p. 491
I compare thee to a summer’s day?” by William Shakespeare, p. 492
Facebook Sonnet" by Sherman Alexie, p. 495
Not Go Gentle into That Good Night” by Dylan Thomas, p. 496
by Elaine Mitchell, p. 507
the Horse" by David Shumate, p. 510
Red, Red Rose” by Robert Burns, p. 565
morning (for the girls of eastern high school)” by Lucille Clifton, p. 566
I could not stop for Death” by Emily Dickinson, p. 568
Road Not Taken” by Robert Frost, p. 575
Beauty” by Gerard Manley Hopkins, p. 578
by Langston Hughes, p. 579
in Disgust of Vulgar Superstition", p. 582
New Colossus” by Emma Lazarus, p. 582
is poetry? This literary genre has been around, first as an oral tradition,
since the beginning of human history. Yet there is no absolute, agreed-upon
definition of poetry. The poet Salvatore Quasimodo said it is “the revelation
of a feeling that the poet believes to be interior and personal which the
reader recognizes as his own,” while Greek philosopher Plutarch called it
“painting that speaks.” And contemporary author and poet Salman Rushdie has
said, “A poet's work is to name the unnamable, to point at frauds, to take
sides, start arguments, shape the world, and stop it going to sleep.” Whatever
your own feelings, try to approach the Phase 3 readings with openness. You just
may discover that all three writers were correct about poetry!
A: Chosen Poem
reading the fifteen assigned poems, choose one that especially resonates with
you and speaks your truth in some way. Write a paragraph elaborating on at
least three reasons why you selected this particular poem. Which lines are
especially memorable to you?
B: A Poet and Didn’t Know It
your hand at composing your own 8 to 20 line poem. Choose a topic that
interests you: anything from a hobby to a place to a special person or memory.
It doesn’t matter whether it is rhymed or unrhymed, but it does need to include
vivid imagery and figurative language. Don’t worry about perfecting your poem;
you are not expected to produce a finished product. Rather, this is an exercise
in learning about the poet’s creative process. Try not to over-think it; one of
the wonderful gifts of poetry is that there is no “right” or “wrong” way to
do you think of this poem? I wrote it when I was a teenager
I sit here and watch you die I find it very hard to I hold in my cry, I try so
hard to hold it in but I just can’t wait until the very end.
all the laughter and all the tears; Mom you’ve stood beside me through all my
childhood years. You gave me life, you taught me love, and I will continue to treasure
these values when you’re above.
miss you now more than ever, and that’s why I wish you could live forever: I
know that wish will never come true because God want’s you now and there’s
nothing I can do.
I’m glad that we shared this special time
together; that I will cherish in my heart forever and ever. I want you to know
as I watch you go that my love for you will never let go.
will be writing an essay of 1,100 words or more about two additional
poems from the assigned reading list. Please select two works from the list
of fifteen—excluding the one you already reflected on in Part A of the Phase 3
DB assignment—and answer the questions below. Again, be sure to begin your
paper with an engaging introduction and clear thesis statement, develop each
point in the body of your paper using examples and quotes from the poems, and
conclude your paper with a restatement of your thesis and closing remarks.
Also, make sure you maintain your credibility by including in-text citations
and a reference list correctly formatted in APA style.
- Imagery: What visual images can you
identify in both poems? Comment on the details you notice about objects,
places, people, colors, textures and so forth. Which of your other senses
are stimulated by the poets’ descriptions?
- Figures of Speech: List the
specific metaphors, similes, puns and other figures of speech each poet
uses and how they contribute to the poem’s overall meaning. (Remember,
figurative language is not literal but rather suggestive of something
else. For example, the metaphor, “Jack is a pig,” is not a reference to an
actual animal with hooves but rather someone named Jack who has pig-like
qualities or mannerisms.)
- Symbolism: Identify the symbols you
notice in each poem. What abstract concepts (e.g., love, death, truth)
might the concrete objects (e.g., persons, places, things) suggest?
- Language and Word Choice: Every
word in a poem has been included (or left out) after much deliberation, as
poets choose their words very carefully. Remark on the following in each
poem: Does the poet use informal or formal language? Does he or she write
in an older dialect or contemporary English? Provide examples.
- Tone: What tone does each poet take
(e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject
- Themes: What are the main messages
of both poems? Give reasons for your answers.
- Sound: Read both poems aloud.
What do you notice about their rhythms, rhyme schemes and musicality? How
does listening to the sound of a poem differ from merely reading it as
words on a page?
- Final Thoughts: Poetry can
enlighten and/or evoke deep emotion in readers. Express the impact each of
the two poems you have analyzed for this assignment had on you. What
insights did you gain about life or human nature, and what feelings did
each piece stir in you? Has your view of poetry changed in any way since
reading and analyzing the Phase 3 poems? Explain your answer