How do you write a poem commentary Explication?
Poetry Explications What this handout is about 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 handout reviews some of the important techniques of approaching and writing a poetry explication, and includes parts of two sample explications. Preparing to write the explication 1. Read the poem silently, then read it aloud (if not in a testing situation). Repeat as necessary. 2. Consider the poem as a dramatic situation in which a speaker addresses an audience or another character. In this way, begin your analysis by identifying and describing the speaking voice or voices, the conflicts or ideas, and the language used in the poem. The large issues Determine the basic design of the poem by considering the who, what, when, where, and why of the dramatic situation. * What is being dramatized? What conflicts or themes does the poem present, address, or question? * Who is the speaker? Define and describe the speaker and his/her voice. What does the speaker say? Who is the audience? Are other characters involved? * What happens in the poem? Consider the plot or basic design of the action. How are the dramatized conflicts or themes introduced, sustained, resolved, etc.? * When does the action occur? What is the date and/or time of day? * Where is the speaker? Describe the physical location of the dramatic moment. * Why does the speaker feel compelled to speak at this moment? What is his/her motivation? The details To analyze the design of the poem, we must focus on the poem's parts, namely how the poem dramatizes conflicts or ideas in language. By concentrating on the parts, we develop our understanding of the poem's structure, and we gather support and evidence for our interpretations. Some of the details we should consider include the following: * Form: Does the poem represent a particular form (sonnet, sestina, etc.)? Does the poem present any unique variations from the traditional structure of that form? * Rhetoric: How does the speaker make particular statements? Does the rhetoric seem odd in any way? Why? Consider the predicates and what they reveal about the speaker. * Syntax: Consider the subjects, verbs, and objects of each statement and what these elements reveal about the speaker. Do any statements have convoluted or vague syntax? * Vocabulary: Why does the poet choose one word over another in each line? Do any of the words have multiple or archaic meanings that add other meanings to the line? Use the Oxford English Dictionary as a resource. The patterns As you analyze the design line by line, look for certain patterns to develop which provide insight into the dramatic situation, the speaker's state of mind, or the poet's use of details. Some of the most common patterns include the following: * Rhetorical Patterns: Look for statements that follow the same format. * Rhyme: Consider the significance of the end words joined by sound; in a poem with no rhymes, consider the importance of the end words. * Patterns of Sound: Alliteration and assonance create sound effects and often cluster significant words. * Visual Patterns: How does the poem look on the page? * Rhythm and Meter: Consider how rhythm and meter influence our perception of the speaker and his/her language. top Basic terms for talking about meter Meter (from the Greek metron, meaning measure) refers principally to the recurrence of regular beats in a poetic line. In this way, meter pertains to the structure of the poem as it is written. The most common form of meter in English verse since the 14th century is accentual-syllabic meter, in which the basic unit is the foot. A foot is a combination of two or three stressed and/or unstressed syllables. The following are the four most common metrical feet in English poetry: (1) IAMBIC (the noun is "iamb"): an unstressed syllable followed by a stressed syllable, a pattern which comes closest to approximating the natural rhythm of speech. Note line 23 from Shelley's "Stanzas Written in Dejection, Near Naples": And walked with inward glory crowned (2) TROCHAIC (the noun is "trochee"): a stressed followed by an unstressed syllable, as in the first line of Blake's "Introduction" to Songs of Innocence: Piping down the valleys wild (3) ANAPESTIC (the noun is "anapest"): two unstressed syllables followed by a stressed syllable, as in the opening to Byron's "The Destruction of Sennacherib": The Assyrian came down like the wolf on the fold (4) DACTYLIC (the noun is "dactyl"): a stressed syllable followed by two unstressed syllables, as in Thomas Hardy's "The Voice": Woman much missed, how you call to me, call to me Meter also refers to the number of feet in a line: Monometer Dimeter Trimeter Tetrameter Pentameter Hexameter one two three four five six Any number above six (hexameter) is heard as a combination of smaller parts; for example, what we might call heptameter (seven feet in a line) is indistinguishable (aurally) from successive lines of tetrameter and trimeter (4-3). To scan a line is to determine its metrical pattern. Perhaps the best way to begin scanning a line is to mark the natural stresses on the polysyllabic words. Take Shelley's line: And walked with inward glory crowned Then mark the monosyllabic nouns, verbs, adjectives, and adverbs that are normally stressed: And walked with inward glory crowned Then fill in the rest: And walked with inward glory crowned Then divide the line into feet: And walked with inward glory crowned Then note the sequence: iamb | iamb | iamb | iamb The line consists of four iambs; therefore, we identify the line as iambic tetrameter. top I got rhythm Rhythm refers particularly to the way a line is voiced, i.e., how one speaks the line. Often, when a reader reads a line of verse, choices of stress and unstress may need to be made. For example, the first line of Keats' "Ode on Melancholy" presents the reader with a problem: No, no, go not to Lethe, neither twist If we determine the regular pattern of beats (the meter) of this line, we will most likely identify the line as iambic pentameter. If we read the line this way, the statement takes on a musing, somewhat disinterested tone. However, because the first five words are monosyllabic, we may choose to read the line differently. In fact, we may be tempted, especially when reading aloud, to stress the first two syllables equally, making the opening an emphatic, directive statement. Note that monosyllabic words allow the meaning of the line to vary according to which words we choose to stress when reading (i.e., the choice of rhythm we make). The first line of Milton's Paradise Lost presents a different type of problem. Of Man's First Disobedience, and the Fruit Again, this line is predominantly iambic, but a problem occurs with the word Disobedience. If we read strictly by the meter, then we must fuse the last two syllables of the word. However, if we read the word normally, we have a breakage in the line's metrical structure. In this way, the poet forges a tension between meter and rhythm: does the word remain contained by the structure, or do we choose to stretch the word out of the normal foot, thereby disobeying the structure in which it was made? Such tension adds meaning to the poem by using meter and rhythm to dramatize certain conflicts. In this example, Milton forges such a tension to present immediately the essential conflicts that lead to the fall of Adam and Eve. top Writing the explication The explication should follow the same format as the preparation: begin with the large issues and basic design of the poem and work through each line to the more specific details and patterns. The first paragraph The first paragraph should present the large issues; it should inform the reader which conflicts are dramatized and should describe the dramatic situation of the speaker. The explication does not require a formal introductory paragraph; the writer should simply start explicating immediately. According to UNC 's Professor William Harmon, the foolproof way to begin any explication is with the following sentence: "This poem dramatizes the conflict between …" Such a beginning ensures that you will introduce the major conflict or theme in the poem and organize your explication accordingly. Here is an example. A student's explication of Wordsworth's "Composed upon Westminster Bridge" might begin in the following way: This poem dramatizes the conflict between appearance and reality, particularly as this conflict relates to what the speaker seems to say and what he really says. From Westminster Bridge, the speaker looks at London at sunrise, and he explains that all people should be struck by such a beautiful scene. The speaker notes that the city is silent, and he points to several specific objects, naming them only in general terms: "Ships, towers, domes, theatres, and temples" (6). After describing the "glittering" aspect of these objects, he asserts that these city places are just as beautiful in the morning as country places like "valley, rock, or hill" (8,10). Finally, after describing his deep feeling of calmness, the speaker notes how the "houses seem asleep" and that "all that mighty heart is lying still" (13, 14). In this way, the speaker seems to say simply that London looks beautiful in the morning. The next paragraphs The next paragraphs should expand the discussion of the conflict by focusing on details of form, rhetoric, syntax, and vocabulary. In these paragraphs, the writer should explain the poem line by line in terms of these details, and he or she should incorporate important elements of rhyme, rhythm, and meter during this discussion. The student's explication continues with a topic sentence that directs the discussion of the first five lines: However, the poem begins with several oddities that suggest the speaker is saying more than what he seems to say initially. For example, the poem is an Italian sonnet and follows the abbaabbacdcdcd rhyme scheme. The fact that the poet chooses to write a sonnet about London in an Italian form suggests that what he says may not be actually praising the city. Also, the rhetoric of the first two lines seems awkward compared to a normal speaking voice: "Earth has not anything to show more fair. / Dull would he be of soul who could pass by" (1-2). The odd syntax continues when the poet personifies the city: "This City now doth, like a garment, wear / The beauty of the morning" (4-5). Here, the city wears the morning's beauty, so it is not the city but the morning that is beautiful ... The conclusion?? The explication has no formal concluding paragraph; do not simply restate the main points of the introduction! The end of the explication should focus on sound effects or visual patterns as the final element of asserting an explanation. Or, as does the undergraduate here, the writer may choose simply to stop writing when he or she reaches the end of the poem: The poem ends with a vague statement: "And all that mighty heart is lying still!" In this line, the city's heart could be dead, or it could be simply deceiving the one observing the scene. In this way, the poet reinforces the conflict between the appearance of the city in the morning and what such a scene and his words actually reveal. Tips to keep in mind 1. Refer to the speaking voice in the poem as the speaker" or "the poet." For example, do not write, "In this poem, Wordsworth says that London is beautiful in the morning." However, you can write, "In this poem, Wordsworth presents a speaker who…" We cannot absolutely identify Wordsworth with the speaker of the poem, so it is more accurate to talk about "the speaker" or "the poet" in an explication. 2. Use the present tense when writing the explication. The poem, as a work of literature, continues to exist! 3. To avoid unnecessary uses of the verb "to be" in your compositions, the following list suggests some verbs you can use when writing the explication: dramatizes presents illustrates characterizes underlines asserts posits enacts connects portrays contrasts juxtaposes suggests implies shows addresses emphasizes stresses accentuates enables top An example of an explication written for a timed exam The Fountain Fountain, fountain, what do you say Singing at night alone? "It is enough to rise and fall Here in my basin of stone." But are you content as you seem to be So near the freedom and rush of the sea? "I have listened all night to its laboring sound, It heaves and sags, as the moon runs round; Ocean and fountain, shadow and tree, Nothing escapes, nothing is free." —Sara Teasdale (American, l884-1933) As a direct address to an inanimate object "The Fountain" presents three main conflicts concerning the appearance to the observer and the reality in the poem. First, since the speaker addresses an object usually considered voiceless, the reader may abandon his/her normal perception of the fountain and enter the poet's imaginative address. Secondly, the speaker not only addresses the fountain but asserts that it speaks and sings, personifying the object with vocal abilities. These acts imply that, not only can the fountain speak in a musical form, but the fountain also has the ability to present some particular meaning ("what do you say" (1)). Finally, the poet gives the fountain a voice to say that its perpetual motion (rising and falling) is "enough" to maintain its sense of existence. This final personification fully dramatizes the conflict between the fountain's appearance and the poem's statement of reality by giving the object intelligence and voice. The first strophe, four lines of alternating 4- and 3-foot lines, takes the form of a ballad stanza. In this way, the poem begins by suggesting that it will be story that will perhaps teach a certain lesson. The opening trochees and repetition stress the address to the fountain, and the iamb which ends line 1 and the trochee that begins line 2 stress the actions of the fountain itself. The response of the fountain illustrates its own rise and fall in the iambic line 3, and the rhyme of "alone" and "stone" emphasizes that the fountain is really a physical object, even though it can speak in this poem. The second strophe expands the conflicts as the speaker questions the fountain. The first couplet connects the rhyming words "be" and "sea" these connections stress the question, "Is the fountain content when it exists so close to a large, open body of water like the ocean?" The fountain responds to the tempting "rush of the sea" with much wisdom (6). The fountain's reply posits the sea as "laboring" versus the speaker's assertion of its freedom; the sea becomes characterized by heavily accented "heaves and sags" and not open rushing (7, 8). In this way, the fountain suggests that the sea's waters may be described in images of labor, work, and fatigue; governed by the moon, these waters are not free at all. The "as" of line 8 becomes a key word, illustrating that the sea's waters are not free but commanded by the moon, which is itself governed by gravity in its orbit around Earth. Since the moon, an object far away in the heavens, controls the ocean, the sea cannot be free as the speaker asserts. The poet reveals the fountain's intelligence in rhyming couplets which present closed-in, epigrammatic statements. These couplets draw attention to the contained nature of the all objects in the poem, and they draw attention to the final line's lesson. This last line works on several levels to address the poem's conflicts. First, the line refers to the fountain itself; in this final rhymed couplet is the illustration of the water's perpetual motion in the fountain, its continually recycled movement rising and falling. Second, the line refers to the ocean; in this respect the water cannot escape its boundary or control its own motions. The ocean itself is trapped between landmasses and is controlled by a distant object's gravitational pull. Finally, the line addresses the speaker, leaving him/her with an overriding sense of fate and fallacy. The fallacy here is that the fountain presents this wisdom of reality to defy the speaker's original idea that the fountain and the ocean appear to be trapped and free. Also, the direct statement of the last line certainly addresses the human speaker as well as the human reader. This statement implies that we are all trapped or controlled by some remote object or entity. At the same time, the assertion that "Nothing escapes" reflects the limitations of life in the world and the death that no person can escape. Our own thoughts are restricted by our mortality as well as by our limits of relying on appearances. By personifying a voiceless object, the poem presents a different perception of reality, placing the reader in the same position of the speaker and inviting the reader to question the conflict between appearance and reality, between what we see and what we can know. SUGGESTIONS FOR IMPROVEMENT: The writer observes and presents many of the most salient points of the short poem, but she could indeed organize the explication more coherently. To improve this explication, the writer could focus more on the speaker's state of mind. In this way, the writer could explore the implications of the dramatic situation even further: why does the speaker ask a question of a mute object? With this line of thought, the writer could also examine more closely the speaker's movement from perplexity (I am trapped but the waters are free) to a kind of resolution (the fountain and the sea are as trapped as I am). Finally, the writer could include a more detailed consideration of rhythm, meter, and rhyme.
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The basic definition of an ironic commentary is using words orphrases to convey something that is the opposite of the literalmeaning. For example, if someone says they had a bad day, and yourresponse is 'Sounds Awesome' that would be an ironic commentary.So, for a romance story you would write the o…pposite of what youthought the literal meaning was, usually this will be comical. (MORE)
A parody is a humorous copy of an existing work. If you write a parody of a poem, you will write a poem that looks and sounds like the original, but is humorous - either making fun of the original, or making fun of something else. One thing, you need to be totally familiar with the original poem so …that you can copy it.. (MORE)
Authors have a need to express themselves. T. S. Elliot was writingbecause he was having marital problems and the English problemsafter World War I.
An explication is an essay in which a work of literature is "explained." Click on the Related Link for a professor's viewpoint! Here's what another professor had to say: . Paragraph 1: Introduction-Get the reader's attention. Make a transition to the thesis. State the controlling idea (thesis) of …the essay. Paragraph 2: Analysis of 1st literary device-Clearly identify the topic of the paragraph-not just the device but how it relates to the theme. Give specific examples from the text which show how the device is used, explain how those examples fit the definition of that device, and show how those examples help to communicate the theme of the passage. (Keep in mind that you should have approximately two sentences of explanation for every one sentence of example.) A good concluding (clincher) sentence may help to pull together your ideas and make a transition to the next paragraph. Paragraph 3: Analysis of 2nd literary device.* Paragraph 4: Analysis of 3rd literary device.* Paragraph 5: Conclusion-This should tie together the main ideas of the essay. It should not simply summarize or repeat the ideas, but should extend them by establishing a relationship between the passage and why we should understand it. It's often helpful to think of this as the answer to the "so what" question- why is this passage important to us? *Note that the pattern used to explicate the first literary element/device should also be used for explaining the second and third devices. Mrs. B. McDaniel (see Related Link for full article) . (MORE)
Choose __ of the above quotations to explicate. Choose only one quote per author or work . Write a well-developed paragraph of 75-100 words in which you provide as much of the following information as is applicable to each quotation: . the author . the title . the verse or prose form (the ge…nre) . the speaker of the lines and to whom they are spoken . the approximate location of the lines within the larger work . the significance of the lines themselves . the relationship of the lines to the larger work of which they are a part . particular characteristics of the author evident in the lines . particular characteristics of the period evdent in the lines . particular techniques evident in the lines (espcially in poetry) . Do not include any irrelevant information in your explications. Be careful of your grammar because you will lose points for such errors as fragments, fused sentences, comma splices, and errors in subject-verb agreement and verb tenses. Also remember that proper nouns are capitalized and that at least rudimentary spelling should be observed. Source: http://www.geocities.com/lrampey/2131/explicate.htm (MORE)
In standard academic writing, editorial and commentary styles ofwriting differ in several respects. Perhaps the most important isthat an editorial takes a strong opinion-based stand on an issuethat is typically controversial or at least being keenly discussedby others in the same social context. By …contrast, a commentary mayoffer an opinion, but it is more detached and suggestive, thus lessstrong, than the typical editorial. (MORE)
commentaries in writting are you own opinion. lets say you had a tlq plus a cm (commentary), you would say:. For example, when Gregory is fighting with Sampson in Romeo and Juliet, he says, "Tis well though are not fish...". Above is the TLQ. (transition, lead in, quote) The CM you would put a…fter that would be:. The reason Gregory was fighting with Sampson in Romeo and Juliet was because they are both apart of different kingdoms, the Montagues and the Capulets. . So, all together, the sentence would sound like this: For example, when Gregory is fighting with Sampson in Romeo and Juliet, he says, "Tis well though are not fight..." The reason Gregory was fighting with Sampson in Romeo and Juliet was because they are both apart of different kingdoms, the Montagues and the Capulets. (MORE)
a commentary is basically, expressing you self on a specific issue or thought. for example the use of technology in healthcare, write what you think about the topic personally.
1. Read the assignment. 2. Read the poem. Those are the two first steps.. Read the poem thoughtfully. Consider that your teacher or professor thinks you can do this assignment and that the assignment does have something to do with the poem. If there is a question given, there's a way to answer… it. It's doable.. You would not have been given this assignment in a math class, a history class, or a science class. It's an English or language arts assignment, and it is given within the context of that class. Your teacher thinks you have already learned something about how to read and discuss a poem. Try to relate the assignment to what you have already learned in class. . If all you have is a poem and the requirement to write an essay, with no question and no guidance, and you must choose the topic, here are some things to consider: . Don't try to write about everything that could be said about the poem. Focus on some aspect of it: the literal meaning, the tone, the language, the poetic devices, the structure, something. . Read it more than once. Read it slowly and thoughtfully. Read it aloud. Look up some of the words. Ask yourself questions like what is the poet saying, is there a surface meaning and a deeper meaning, how does the language work to give you a feeling, what imagery is there (what does the poet try to make you hear, see, etc.), and what things outside the poem does the poet refer to indirectly, by symbol or allusion? . Write some notes about your reaction to the poem. Does it make you feel anything, see anything, imagine anything, wonder anything? . Remember that the poet is trying to share his or her experience with you and convey an emotion, mood, perception, or awareness in a certain way that can't just be done with literal language. Do you get the poet's feeling of delight, anger, sadness, wonder, religious devotion, betrayal, fear, worry, anxiety, calmness, or whatever it is? How do you know what that feeling is? How is it done without the poet's saying "Dang, I'm angry at my ex" or "Gosh, sunshine makes me feel good" or whatever? . Once you get a handle on something that you have figured out about the poem, follow the formula for essay writing that your teacher has given you, or follow this:. Start with a statement of your position--a sentence or paragraph that states the opinion you are going to present about the poem. Example: "In the poem "Annabel Lee," Poe uses repetition to create a sense of longing and loss." . Offer your main points, your major ideas about the topic. Give examples or evidence for each one. Discuss them in the same order in which you introduced them at the beginning. . Draw a conclusion that sums up what you've just said and proves your point, without just restating what you said at the start. . Give your essay a title that describes the main topic, spell-check, proofread (not the same thing!), and you're done. (MORE)
The Midnight Ride of Paul Revere? The intention was to (1) create a mnemonic for an important event and (2) provide incentive for a war effort. This was a "media campaign" for independence.
How to Write An Acrostic Poem : Write the letters of your word or phrase down the left-hand side of your page, with one letter on each line. You can skip a line between letters if you want to leave room to write more than one word. Now, think of words which begin with each letter - don't try… to make a poem yet, just write down all the words you can think of which will describe or explain Egypt. Use a thesaurus if you have trouble thinking of words! If you need more room, continue the list on another page! Once you have a list, start thinking of how to write your poem. Which words or phrases are the best ones to describe or explain Egypt? Which will make the clearest mental image? Which will make your readers understand Egypt the best? Nobody else can tell you what to write - poetry is your own emotion put onto the page! Click on the Related Questions for more help. Elegance and beauty/Guilt and treachery/Yielder of many treasures/Pyramids/Tombs of the Pharaohs. (MORE)
i don't know just don't say as or like ok i hope i helped a little i probally didn't but i tried..=/. i don't know just don't say as or like ok i hope i helped a little i probally didn't but i tried..=/. i don't know just don't say as or like ok i hope i helped a little i probally didn't but i tri…ed..=/ (MORE)
According to AntÃ´nio Carlos Gil ("Como elaborar projetos de pesquisa", 4th edition, Ed. Atlas, 2009, p.42): "A research is said to be explicative when its central point is to identify the factors that determine or contribute for a given phenomenon to happen. This is the sort of research that dee…pens the knowledge about reality, for it aims to explain the reason why of things." (MORE)
Who? What? When? Where? Why? Who, What, When, Where, Why Poem (W-W-W-W-W Poem) Who what when where why poems should be five lines long. The poem should tell a story or give a strong picture of someone or something. Each line should answer on of the "w" question in the order listed above. W…hen you read the poem. It should sound like two sentences put together. Examples: . (MORE)
Anyone can write a poem when you put your mind to it.... Think of a word... For example: dolphin and carry on from there. You try.....
You should write a poem based on how you are feeling. You can lookfor inspiration from your love life.
It means to explain, so just use "explain" instead. Don't make your reader go look up a redundant word that's trying its best to fade into oblivion.
A poem can be written about anything one's eyes and heart falls upon. It can be about anything we like, hate, appreciate or denounce.
Did you mean explicitly? Something that has been made explicitlyclear means that it has not been merely implied but has been fullyexpressed in a clear, easily understood way.
-Write from the heart -Wherever you are carry a pen and paper and if you feel inspired write -Read other people's poetry and listen carefully to song lyrics which can be inspiring and helpful
Here is how you write a you poem : 1.find someone you love 2.find out what you admire about him/her or if they feel down about something,write about that. 3.write poem. Example: You are beautiful By:gen For: Kate Chan,my best friend You are beautiful Not only because of the bro…wnness of your eyes Or the shape of your body Not only because of the fullness of your lips Or the curl of your eye lashes You are beautiful because You want to be You are beautiful because God made you that way You are beautiful because in my eyes THERE IS NO ONE MORE BEAUTIFUL THAN YOU You are beautiful because you have a heart And that is a beautiful thing You are beautiful because you have a brain And that is a beautiful thing You are beautiful because You give advice And that is a beautiful thing You are beautiful because God made in his own way You are beautiful because in my eyes THERE IS NO ONE MORE BEAUTIFUL THAN YOU You are beautiful because you have confidence You are beautiful because you have determination and wit You are beautiful because you have goals and you plan to reach them You are beautiful because you are always there to lend a helping hand You are beautiful because God made you beautiful . (MORE)
Pick a topic . List ideas/phrases . Ask yourself if you want it to rhyme or not(your choice) . Brainstorm* . Put it together . Ta-da, your done! Not all poems have to rhyme, however some beleve that it is more effective! *Brainstorming is very useful as you can present your idea…s in a clear and easy way! One very important thing to do first is to be in the right place while writing. Usually somewhere that makes you feel calm and serene is good, but the place could also be somewhere that makes you feel inspirational and artistic. Go to that place with a paper and pencil, and write what you feel. If you like fantasy, write about a mythical place or creature. If you like nature, write about the lush meadows or running waterfall. Whatever feels right at the moment, think about it and let it roll around in your mind as you write down a few things on the paper. Sometimes looking at something in particular helps. Maybe it's a picture, or right in front of you, but whatever it is, just ponder it without stress. It needs to be dealt with in some uniform manner, however, to look like a real poem, though. As you write, separate small bits of the subject in blocks. A poem can be as long as the writer pleases, but it should be in "chunks" to separate it a bit. As you ponder, it is a good idea to have a thesaurus nearby. If you don't own one, GET ONE, because it will help you immensely. When you sit and are trying to find the right word, but can't seem to find it, think of a simple word that means what you are trying to say, and look it up in the thesaurus. Most poems seem more poetic if they have descriptive words, because they give the reader a picture of the "story" that is being told, and can also evoke emotion. I spend a great amount of my time writing, and poetry is one of my favorites. Some books might say to think about rhyming or not rhyming, or picking good words, or searching for something good to write about. However, I say that art is free and should be pleasant, and shouldn't be talked about in such a way. That's about all that I can say. Such an art form as poetry is so free and artistic, that it shouldn't be taught very much at all. I have a "philosophy" about talent and art, and it says this: Technique can be taught, but passion cannot. There are many different ways to write a poem like: Look, smile and frown, Oh up and down. Oh left and right, Keep it in sight or any others like ... well try urself x K You were good for me But I called you names. You gave me chances But I pushed you away. Please forgive me, as I judged and bothered.Your righteousness overcomes my sorrow. (MORE)
When a poem speaks to you. It seems to pear into your soul. It canhear your thoughts.
Explicity is the noun form of the adjective explicit, which meansfully and clearly expressed or demonstrated; leaving nothing merelyimplied; unequivocal.
How to Write An Acrostic Poem : Write the letters of your word or phrase down the left-hand side of your page, with one letter on each line. You can skip a line between letters if you want to leave room to write more than one word. Now, think of words which begin with each letter - don't try to …make a poem yet, just write down all the words you can think of which will describe or explain poem. Use a thesaurus if you have trouble thinking of words! If you need more room, continue the list on another page! Once you have a list, start thinking of how to write your poem. Which words or phrases are the best ones to describe or explain a poem? Which will make the clearest mental image? Which will make your readers understand a poem the best? Nobody else can tell you what to write - poetry is your own emotion put onto the page! Click on the Related Questions for more help. Example: P ... O ..... E ... M ... (MORE)
no u can be bad a writing poems but u could write a realy good poem
whatever you write it should be from your heart and imagine the scenes of the poem that you are writing... also try to pay attention on rhyming words.
You can build a commentary in the following way:introduction (aboutthe author) settings (when and where) summary (each stanza) theme (big idea) style is it written) tone/mood( how the poet has written it) literary devices structure (how many lines or how many stanza it has and what is itcalled ) rhy…me scheme( with the structure) (MORE)
The poet compares a prior much simpler time when society was genuine and now there is a switch 2 ingenuity as people put on faces and pretend to be something their not much like our current society in which people just do that to get ahead.Society has moulded the persona into what it is;false.The fa…ther seeks to learn a lesson from his son who still has a sense of innocence and the roles are switch where the teacher is now the student because it would be expected that the father would be teaching his son the lesson.It is because his son is innocent that he can teach his father to be genuine again and "unlearn all these muting things" and change his father's perception or outake on life in which society has made him.He recounts his past as in a story once upon a time.Presently people wear faces like masks "homeface,officeface,streetface,hostface,cocktailface..." And they are ingenuine which is the main theme of the poem.He speaks about people not shaking their hands with their hearts while their left hand search his empty pockets etc..this all comes down to one point that the father wishes to become genuine again and wants to learn it from his son as the line concludes to his son: "once upon a time when I was like you" (MORE)
One very important thing to do first is to be in the right place while writing. Usually somewhere that makes you feel calm and serene is good, but the place could also be somewhere that makes you feel inspirational and artistic. Go to that place with a paper and pencil, and write what you feel. If y…ou like fantasy, write about a mythical place or creature. If you like nature, write about the lush meadows or running waterfall. Whatever feels right at the moment, think about it and let it roll around in your mind as you write down a few things on the paper. Sometimes looking at something in particular helps. Maybe it's a picture, or right in front of you, but whatever it is, just ponder it without stress. It needs to be dealt with in some uniform manner, however, to look like a real poem, though. As you write, separate small bits of the subject in blocks. A poem can be as long as the writer pleases, but it should be in "chunks" to separate it a bit. As you ponder, it is a good idea to have a thesaurus nearby. If you don't own one, GET ONE, because it will help you immensely. When you sit and are trying to find the right word, but can't seem to find it, think of a simple word that means what you are trying to say, and look it up in the thesaurus. Most poems seem more poetic if they have descriptive words, because they give the reader a picture of the "story" that is being told, and can also evoke emotion. I spend a great amount of my time writing, and poetry is one of my favorites. Some books might say to think about rhyming or not rhyming, or picking good words, or searching for something good to write about. However, I say that art is free and should be pleasant, and shouldn't be talked about in such a way. That's about all that I can say. Such an art form as poetry is so free and artistic, that it shouldn't be taught very much at all. I have a "philosophy" about talent and art, and it says this: Technique can be taught, but passion cannot. (MORE)
Lewis Carrol, the Victorian, writer, children's book writer, screen writer, artist, chess player, mathematician, poet, author and photographer, wrote these poems: The Jabberwocky, The Hunting Of Th Snark and Sylivie and Bruno. Those are only three of his poems, go on Wikipedia the free encyclopedia …to find out more. (MORE)
one of the things that she wrote was a poem called oh no, i got a cold
Kath Walker wrote: . We are going . Son of mine . Understand old one . Municipal Gum . Kabul (from the Rainbow Serpent) . Dreamtime . Ballad of the Totems
Gustavo Adolfo Becquer was a very romantic Spanish poet. He died very young but his poems still excite the young; those in love and those seeking love.
My heart is red My pants are blue Since you love me I love you too Your skin is yellow Your eyes are brown
Homer was a rhapsode (Greek poet-singer)--it was his job to create renditions of traditional stories, just as it was the job of the Medieval and Renaissance bards to sing tales. Homer's epics were originally an oral tradition dating years before any of the stories were ever recorded, and did not wri…te his epics as we would think of writing them today. Historians have recently found that in the days before writing was common, these oral stories were not actually memorized. There were particular formulas by which a rhapsode could compose verses on the spot--rules regarding the amount of syllables and particular phrases common in each retelling were included. Thus, each rhapsode's story was different in every telling. When it was decided the great epics should be recorded, Homer was credited as the greatest living rhapsode and it is his version of the stories (so popular history tells) that was recorded and which we read today. (MORE)
when writing a poem you should express all of your ideas and all your thoughts. You should write a love poem and add cute things to it like i love you baby. But it all depends on what you wanna write about.
London has lots of lovely places to visit Over 8 million people live here Now go an visit you family I'm sure they're here Don't think you can get away with stealing Oh yes especially in Ealing Never think you can past the police
anything you have had experience with, a scenario, the seasons or the sunset or sunrise.
Perhaps with either considering one plant...going in intimite detail.. or by considering something like a meadow.. or the hills.. or the world even... The art within nature dictates its function and it is from there that you can begin writing
Because he was bored that day and just remembered an insperational speech his father gave him, and so he wrote it from that.
While some might argue against this, it is no less true: poetry must be inspired. If that "just because" reason or event or observation is what inspired you, then ride the emotion--poetry is about the emotion, what you feel--and get it down on paper. Once there, you can develop it further, or ed…it it to work better for what you intend. So, "How"" is best answered by just do it. Write it down and keep going. Of course it helps tremendously to be familiar with forms of poetry, and past examples of the art. The more you know, the more you can do. (MORE)
You can do this by writing an extended narrative poem that tells a story about a hero's struggles, failures and triumphs in the form of an epic.
You could do a free write and just put down whatever pops into your head.
There are many topics and ideas to use to write a poem. You can write a poem based on what you are feeling at the moment, or an object or person that interests you. Poems are usually based off of feelings and emotions, but they can also tell a story too.
To explicate means to explain or interpret, so you would be explaining or interpreting a poem.
Well it depends on whitch poem you are talking about. But poets have many reasons for writing their work. My reasons are to have a voice and to be heard and so others can be heard as well and felt cared for. His could be the same or it could be different.
A durian is an oval shaped spiny fruit, containing a smelly but tasty pulp. It is grown in the tropics, or other areas with similar temperatures and climate.
If your multi-quote explanation uses a number of singular, separatequotes, you just enclose each quote in quotation marks. If,however, your multi-quote explanation has quotes within quotes, youwould put the initial quote in quotation marks, the secondary quotebetween apostrophes, and then alternate …between the two if thereare additional interior quotations. (MORE)
That depends on whether your teacher / instructor has given you aformula to use for it or not. You don't actually need a template towrite a poem, but this happens to be one that a lot of teachersrequest to be written in a certain way. Here is one that manyteachers use, based on a poem by George Ella… Lyon: . I am from _______ (ordinary item), from _______ and _______(products you might use). . I am from the _______ (description of your home, usingadjectives and specific details). . I am from the _______ (plant, flower, natural item), the_______ (plant, tree, detail of why you remember it or will missit) . I am from _______ (family tradition) and _______ (familytrait), from _______ (name of family member) and _______ (anotherfamily name) and _______ (family name). . I am from the _______ (family habit) and _______ (familyhabit). . From _______ (something you were told as a child) and _______(a song/saying you learned as a child). . I am from (representation of religion, or tradition. Furtherdescription). . I'm from _______ (place of birth and family ancestry), _______(two food items representing your family). . From the _______ (family story about a specific person), the_______ (another detail), and the _______ (another detail aboutanother family member). . I am from _______ (description of family heirlooms, theirlocation, and more description about why they are of worth). If you want to see an example, look up George Ella Lyon's poemcalled "Where I'm From." (MORE)