Expert answer:Analytical essay on Poetry

Solved by verified expert:You need to write 2 things. Do poem 3 first, and do analytical essay.Poem 3This is the poetry part of the assignment that includes your analytical essay. This poem should be informed by a concept that your poetry group agreed upon. Type your poem and interpretation and be prepared to recite your poem for your poetry group on the 30th. In order to get credit for this poem you also need to turn in the analytical essay.For this poem remember to pay attention to sound. If your poem is part of a video then the way it flows, the breaks, the rhythm, and the way it sounds will be very important. Recite your poem at least once, and edit your poem so that it sounds the way you want it to sound and so that it is easy for you to recite.There are four general rules for all poems, regardless of concept: 1 Write about specific individuals whom you can picture in your mind. Do not write about faceless peasants or homeless people. 2 Do not put thoughts into the minds of other people. You can describe other people only based on what you can observe. 3 Focus on objects and activities that can be represented visually (in preparation for your video). 4 Make sure that a careful reader can construct the setting for your poem and visualize your poem.To allow a careful reader to reconstruct the setting you might give hints such as place names (In n Out, Berryessa, Cubao) or use non-English words. Keep in mind that if you use non-English words you should insert romanization and translation in brackets.Poetry ConceptsRemember that you should write poems based on your group concept:How does family background affect wealth differences (focus on shared and/or separate activities)Analytical Essay (3-5 pages, 12-pt font, 1-inch margins)For your analytical essay it will be helpful for you to record the steps that you took in writing your poem. For example, you will probably have to spend some time thinking about an activity that will provide you with a setting and images for your poem. That should be one step in your method for writing the poem. Your method and your reflection on the different methods you used to write your poems will provide you with content for your analytical essay.
analytical_essay.docx

poem_1.docx

poem_2.docx

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In this essay you will be answering this basic question: Where do my poems
come from and where will they go?
To answer this question you should trace your own development as a poet. By
reflecting on your own development as a poet and analyzing your own poems
you will hopefully find clues that will lead you to the answer to the basic
question.
To analyze your poems you should be clear about several basic questions for
each poem:
•
To whom (the addressee, including the class position of the addressee)?
•
How (method and form)?
•
For whose benefit (on whose behalf, including the class position of the
beneficiary)?
•
What (summary)?
Much of the course material and several of the classroom activities have been
built around answering these questions. Your second in-class writing
assignment asked you to consider poetic traditions (in English or another
language) that you have been exposed to. Your third in-class writing
assignment asked you to identify an addressee (to whom and for whom?) for
your first poem. In the interpretation for your first poem, you should have
answered the question of “what.” Your fourth in-class writing assignment asked
you to differentiate your method for writing the first poem (how?) from your
method for writing the second poem, and your fifth in-class writing assignment
asked you to plan the steps that you would take in writing your third poem.
Here is a basic structure for your essay. There are five parts, and each part
should consist of one or more paragraphs. Do not number the parts of your
essay; instead, use paragraph breaks as you move from one topic to another
and establish flow between paragraphs with transitions.
I. Introduction
II. Poem 1
III. Poem 2
IV. Poem 3
V. Conclusion
Here is additional guidance for each part.
Part I. Introduction
Hopefully you can develop material from your second in-class writing
assignment, the one about your previous experience with poetry and the
different poetic traditions you have become familiar with, into your
introduction. Your thesis will be a one-sentence description of what you have
kept from tradition and how your poems break from or add to tradition. In other
words, you are not simply writing the same poem over and over again. Your
thesis is about how your poems are progressing from where they came from.
Part II. Poem 1 (refer to the basic analytical questions)
Hopefully the interpretation from Poem 1, the third in-class writing assignment,
and the fourth in-class writing assignment will give you a foundation for your
discussion of Poem 1. Additionally, think about how you wrote the poem (not
just what you wrote). For example, if you modified a portion of your Telling Your
Story assignment to write the poem, you could discuss how you added new
material to your poem and how you altered the form of the writing (for example,
by using line breaks and omitting function words).
In your description of method you should identify steps that you took in order to
write the poem. Here are possible topics to consider under “method/form”
•
Errors you corrected
•
Random line breaks as opposed to verse
•
Lack of characterization (poem does not stand on its own)
•
Too many function words (wordy, not enough emphasis on images and
actions)
•
Rules that you followed or rules that you decided to break as you made
decisions about the poem
•
The starting point (an image?)
•
Adjustments as you wrote the first draft of the poem
•
Advice (feedback? something recalled from a previous class? YouTube?)
•
Revisions
Part III. Poem 2 (refer to the basic analytical questions)
The interpretation for this poem should be helpful for you. With regard to your
analysis of method, the assignment description should give you one of your
points: You started the poem with a collective line or image, and you developed
the poem from there with regard to your own experience. You should also pay
attention to the poems of your group members, the poems of your classmates
presented to the whole class, and the poems from previous versions of this
class. Regard those poems as sources for ideas about how to write your own
poems. You might, for instance, compare and contrast your Poem 2 with one or
more of the Poem 2’s of members of your group.
The transition between Poem 1 and Poem 2 will probably refer to a major
difference between the two poems.
Part IV. Poem 3 (refer to the basic analytical questions)
This essay serves as your interpretation for Poem 3. The assignment
description for Poem 3 might be useful for you to develop this paragraph.
For most of you, the description of method will provide the bulk of the material
for this part of your essay. Here are some steps that you can consider as you
describe your method for writing the poem:
•
Reading (and rereading) the assignment description
•
Your contribution towards deciding the group concept
•
Brainstorming and identifying an experience that inspires the poem
•
Creating an outline (the summary itself should be in a paragraph separate
from method)
•
Writing the first line or selecting the first line
•
Applying rules (deleting unnecessary words, adjusting lines, using more
precise words, hinting at the location)
•
Reading the poem out loud and describing edits based on sound.
Your description of method for this poem should be the most developed because
you will have practiced writing about method.
Conclusion
At the beginning of your conclusion, try to identify a direction in which your
poems are moving. This should somewhat restate the thesis at the end of the
introduction. You might also consider poems you would write in the future, how
you would like your poems remembered, or poems you would like others to
write.
Hopefully your analytical essay will be helpful for the person in your video group
who will be drafting your group’s video description.
The loss of Kelly, My friend
A dark haired boy, Kelly was his name,
As playful as he was, he protected my soul,
In my everyday life at school, I aspired to be everything he was,
An everlasting friendship, that was my wish,
All was bliss, until a still curtain was drawn.
Social classes, the gaps that separate us,
Differences in race, our friendship remained,
Reality knocked, life had other plans for us,
His family was split, our friendship collapsed,
I thought my parents would help him, unwelcomed was the proposal,
He was no longer my friend, a fact I had to accept,
Society has strata, a reality I understood.
Interpretation of the poems
Colour should not be the basis for our differences in society. We should embrace each other for who
we are. Be willing to extend an olive branch to others regardless of race.
Time flies day by day
My wrinkle of the heart increases, at the sight of how time flies,
I am moved by how fast, things are quickly fading away,
Friends we once knew, walk away without notice,
Years fly, friends die,
The times we once shared, have washed away,
As if we were never there.
Oh, how I desire to turn things around, and turn back home,
Spend it with friends and lovers, and cherish that which was once mine.
Or reverse the events of time, and be a child of candy,
I long for the ways I felt,
On the days of Christmas, when Father Christmas was real,
Fast forwards, back to the present day,
The family is a scarcity, beautiful memories dash away.
Tick tock, tick tock,
How I desire I would reverse things, and make everything count.
Analysis
This poem is a nostalgic expression of feelings of the persona. The persona expresses a series of
lost times, people and everything they cared and cherished and wishes that things could be reversed.
The poem is rich in metaphors and symbolism. The rhythm of the poem is smooth and could touch
the heart of every reader. The poem gives the impression that death is not the only means of people
fading or relationships fading away, but that there are other means of doing the same, for instance,
through studies and other opportunities. The bottom line is, time is a player in all these and it’s
unfortunate that no man can ever control or stop, or reverse it.
…
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