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Thursday, November 3, 2016
Reading For Fun
Useful Tips For Poetry Analysis
How to Write a Poetry Analysis
Poetry analysis, also sometimes referred to as a poem review, is a reflection of a poem that involves analyzing the poetic instruments, discussing the language and the figures used by the author, as well as sharing ones personal position on the poem. When it comes to poetry analysis, one has to go beyond just reviewing the words and phrases used, but instead see the bigger picture, try to read between the lines and understand what has driven the poet to use a particular word combination. Thus, poetry analysis requires some primary research on the author of the poem, as well as some background and history behind the poem’s creation.
Poetry analysis assignments are in fact, normally a lot more challenging than one would expect. One would think that analyzing a poem of a few stanzas, should not require more than any simple two-page essay on a common topic. However, poem reviews require deeper analysis, and thus, a better knowledge of the poetic figures and the way they can be used, and what their usage can imply or hint. Therefore, if you are not completely familiar with this type of academic assignment, we would advise that you prepare yourself for a few hours of painstaking writing. To make this laborious task a little easier, we have prepared a set of useful tips, stages to organize your work properly, and some advice on what one should, and shouldn’t, do when writing a poetry review.
Steps for Writing a Poetry Analysis Paper
- Read the poem twice. Try to analyze your first impression of it and write down a few comments.
- Research the author of the poem, if you are not familiar with him or her yet, and the history of the poem’s creation. Try to find out what inspired the poet and what gave rise to the idea for this particular poem, whether it was a reflection of something the poet personally experienced or witnessed, etc.
- Read the poem once again, this time slower. Try to pay attention to the particular word selection, organization of the poem and poetic figures used, etc.
- Start your poetry analysis with a description of the story, or situation, depicted in this poem. Make sure to answer these questions: Where? When? What happened what is described? Who is involved? Pay attention to how the author develops the story and what instruments are used to indicate the culmination of the poem.
- Now move on to the technical side of your poetry analysis. Analyze the poem’s rhyme and meter, and the structure of each stanza. Define each poetic figure used and give specific examples of allegories, metaphors, hyperboles, personifications, similes, litotes, and other literary devices. Try to identify the mood of each stanza, whether it is ironic, sad, cheerful, bitter, romantic or philosophical, etc.
- Give your personal reflection of the poem – what you think it is about (normally, there is a figurative sense behind every poem). Here you can go back to your primary research about the author and the poem’s history.
- Give a conclusion. Mention, whether you enjoyed the poem and whether the poet, in your opinion, succeeded in bringing particular feelings and ideas to the reader (the one he supposedly intended to bring up, in your understanding of the poem).
Key Points to Consider
- Sometimes you are simply given a poem to analyze, without a particular title already assigned. In other cases, you have a thesis statement or an argument to base your poetry analysis on, and you have to argue for, or against, the statement given by your professor. It might seem easier to write about the poem in general, however, this isn’t always the case. Even if you are given the freedom to choose a poem for analysis and write it in your own way, we still suggest that you pick a certain critical question or subject for your poetry analysis, just like you would for a critical or argumentative essay. Use the analysis of poetic figures and literary devices, language and rhyme, to make your point and support your argument.
- When analyzing the theme that the author depicted in the poem, think of the time when it was written, and try to relate the events described by the poet to the general situation at the time. Another tip is to compare how this author describes particular events, to the way these same events were described in other literary pieces. This will give you a better idea of what distinguishes this particular poem, and thus, build your analysis around such differences.
- Think of who the author addresses in the poem. Is it to people in general, to his or her pen friend or colleague, to the reigning crown, to the rebellions or to nature, etc. Think of how the author feels about the supposed reader, whether he supports, condemns or accuses his readership.
- When reading the poem, for the second and third time, highlight or underline the phrases or separate words that are most powerful, colorful or distinctive. You might get a different impression every time, so it is useful to preserve your memories and feelings from every new reading.
- Sometimes it is more effective to read the poem out loud, using certain voice changes (speed, pitch, volume and mood of your voice), depending on how the poem develops.
Dos and Don’ts
Dos
| Don’ts
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Common Mistakes
- Writing a shallow, superficial poetry analysis is probably the most common mistake students make. Go beyond simply describing the story and the theme of the poem. Try to guess what message the author intended to bring across, what he or she really meant when using the description of natural phenomena or inanimate objects.
- Dryly analyzing the technical side of the poem, forgetting about the personal reflection and feelings that lay behind the words and phrases, is also a common mistake. It is wonderful if you feel confident about defining various literary devices, if you think this is your strength. However, forgetting to dedicate at least a couple of paragraphs to the emotional side of the poem will result in a failed poetry analysis. If you find it hard to form your personal opinion on the piece, try to picture the situation or events in the story, take the place of the character and vividly imagine your reaction.
- Not providing examples from the text is also considered a serious flaw. You have to be able to support any argument with a quote, to demonstrate that a certain poetic figure is indeed present in the text by citing the example. However, there is no need to quote a whole stanza if you are talking about a certain literary element. Be precise and specific in your quotations.
- Being template-like in your analysis is a rather frequent problem for students, who get confused by the poem, or are afraid that they didn’t understand it properly. When it comes to poetry analysis, there is no right or wrong opinion on the poem. It is your individual perception that counts. Do not be afraid to express what you personally felt when you read the lines, what pictures it evoked in your mind and what memories it stirred. The more unique your reflection of the poem is, the more valuable your poetry review will be to anyone who reads it.
You should also read The Close Reading of Poetry
You can find more information at How to write poetry analysis
Now that you have acquainted yourself with the basic poetry analysis writing tips and rules, you can check best poetry analysis samples to link theory with practice.
Suggested Pattern of Poem Analysis
1. Present a sketch of the poet as a creative personality mentioning literary traditions and tendencies of the epoch he / she was influenced by as well as innovative aspects of his / her style of writing.
2. Define the form of the verse: a ballad , sonnet ,limerick , lyric poetry, free verse, elegy, blank verse, etc.
3.“Translate” the poem into the common language to demonstrate your understanding of it. Doing this avoid the use of the figurative language.
4. Trace the imagery pattern of the poetic text, considering visual and aural images in the poem. Define the dominant sensory image/s and state their role in the virtual world formation.
5. Specify the mood/ slant of the poetic text. To do this think about the emotions and feelings the poem triggers in you and name them. Consequently, the mood can be meditating ,bitter , nostalgic, elated, ironic etc. Consider the textual means that create the slant.
6. Identify the sound features of the verse. Think how the alliteration, assonance, onomatopoeia, euphony, cacophony, sound symbolism help the author convey the mood and message of the poem.
7. Define the rhyming pattern of the poem. State what effect it creates (if any).
8. Ponder upon the meaning and function of the basic EM and SD within the framework of the poetic text.
9. Work over the system of symbols in the poetic text: cultural/shared ,literary/personal . State the role they play in conveying the implicit meaning of the poem.
10.Delineate the settings of the poem. Consider the symbolic meaning of time and place in the poetic text.
11. Mull over the layout of the poem (if any). Explain the way it helps the author to convey the message of the poem.
12. State the message of the poem as it presents itself to you.
(From http://ru.scribd.com/doc/49842463/Poem-analysis-scheme)
HOW TO ANALYZE A POEM
1. TO BEGIN
Read the poem all the way through at least twice. Read it aloud. Listen to it. Poetry is related to music, so the sound is important. You listen to your favourite CDs many times; the principle is the same. It takes time to fully appreciate and understand a work of art. Make a note of your first impressions or immediate responses, both positive and negative. You may change your mind about the poem later, but these first ideas are worth recording.
2. LITERAL MEANING AND THEME
Before you can understand the poem as a whole, you have to start with an understanding of the individual words. Get a good dictionary. Look up, and write down, the meanings of:
• words you don't know
• words you "sort of know"
• any important words, even if you do know them. Maybe they have more than one meaning (ex. "bar"), or maybe they can function as different parts of speech (ex. "bar" can be a noun or a verb). If the poem was written a long time ago, maybe the history of the word matters, or maybe the meaning of the word has changed over the years ("jet" did not mean an airplane in the 16th century). An etymological dictionary like the Oxford English Dictionary can help you find out more about the history of a particular word.
Use an encyclopedia or the Internet to look up people and places mentioned in the poem. These allusions may be a key to the poet's attitudes and ideas.
As you pay attention to the literal meanings of the words of the poem, you may see some patterns emerging. These patterns may relate to the diction of the poem: does the poet use "street talk" or slang, formal English, foreign language phrases, or jargon?
Your goal, now that you've understood the literal meanings, is to try to determine the theme of the poem - the purpose the poet has in writing this poem, the idea he wants to express. In order to discover the theme, however, you need to look at the poem as a whole and the ways the different parts of the poem interact.
3. TITLE
Start your search for the theme by looking at the title of the poem. It was probably carefully chosen. What information does it give you? What expectations does it create? (For example, a poem called "The Garden of Love" should cause a different response from the one called "The Poison Tree.") Does the title tell you the subject of the poem (ex. "The Groundhog")? Does the title label the poem as a specific literary type? (ex. "Ode to Melancholy"; "Sonnets at Christmas) If so, you should check what characteristics such forms have and discuss how the poet uses the "rules." Is the title an object or event that becomes a key symbol? (see Language and Imagery)
4. TONE
Next you might consider the tone. Who is peaking? Listen to the voice. ? Is it a man or a woman? Someone young or old? Is any particular race, nationality, religion, etc. suggested? Does the voice sound like the direct voice of the poet speaking to you, expressing thoughts and feelings? Is a separate character being created, someone who is not necessarily like the poet at all (a persona)?
Is the speaker addressing someone in particular? Who or what? Is the poem trying to make a point, win an argument, move someone to action? Or is it just expressing something without requiring an answer (ex. A poem about spring may just want to express joy about the end of winter, or it may attempt to seduce someone, or it may encourage someone to go plough in a field.
What is the speaker's mood? Is the speaker angry, sad, happy, cynical? How do you know?
This is all closely related to the subject of the poem (what is the speaker talking about?) and the theme (why is the speaker talking about this? What is the speaker trying to say about this subject?).
5. STRUCTURE
How is the poem organized? How is it divided up? Are there individual stanzas or numbered sections? What does each section or stanza discuss? How are the sections or stanzas related to each other? (Poems don't usually jump around randomly; the poet probably has some sort of organization in mind, like steps in an argument, movement in time, changes in location or viewpoint, or switches in mood.)
If there are no formal divisions, try breaking down the poem sentence by sentence, or line by line. The poet's thinking process may not be absolutely logical, but there is probably an emotional link between ideas. For example, you might ask a friend to pass mustard for a hotdog and suddenly be reminded of a summer romance and a special picnic. It doesn't look rational from the outside, but it makes emotional sense.
A very controlled structure may tell you a lot about the poet's attitude toward the subject. Is it a very formal topic? Is the poet trying to get a grip on something chaotic? A freer poetic form is also worth examining. What is appropriate or revealing about the lack of structure?
6. SOUND AND RHYTHM
Poetry is rooted in music. You may have learned to scan poetry-to break it into accented/unaccented syllables and feet per line. There are different types of meter, like iambic pentameter, which is a 5-beat line with alternating unaccented and accented syllables. You can use a glossary of literary terms to find a list of the major types of meter.
Not all poems, however, will have a strict meter. What is important is to listen to the rhythm and the way it affects the meaning of the poem. Just like with music, you can tell if a poem is sad or happy if you listen carefully to the rhythm. Also, heavily stressed or repeated words give you a clue to the overall meaning of the poem.
Does the poem use "special effects" to get your attention? Some words take time to pronounce and slow the reader down (ex. "the ploughman homeward plods his weary way" echoes the slow plodding pace). Other words can hurry the reader along (ex. "run the rapids"). If you are unfamiliar with the terms alliteration, assonance and onomatopoeia, you can look them up and see if they apply to your poem-but naming them is less important than experiencing their effect on the work you are examining.
Does your poem rhyme? Is there a definite rhyme scheme (pattern of rhymes)? How does this scheme affect your response to the poem? Is it humorous? Monotonous? Childish like a nursery rhyme? Are there internal rhymes (rhymes within the lines instead of at the ends)? If you read the poem aloud, do you hear the rhymes? (They could be there without being emphasized.) How does the use of rhyme add to the meaning?
Certain poetic forms or structures are supposed to follow specific "rules" of rhyme and meter (ex. sonnets or villanelles). If you are studying a poem of this type, ask yourself if the poet followed the rules or broke them-and why.
Different parts of a poem may have different sounds; different voices may be speaking, for example. There are lots of possibilities. No matter what, though, the sound should enforce the meaning.
7. LANGUAGE AND IMAGERY
Every conclusion you have drawn so far has been based on the language and imagery of the poem. They have to be; that's all you have to go on. A poem is only words, and each has been carefully chosen. You began by making sure you understood the dictionary meanings of these words (their denotative meaning). Now you have to consider their visual and emotional effects, the symbols and figures of speech (the connotative meaning).
Look for the concrete pictures, or images, the poet has drawn. Consider why these particular things have been chosen. If an owl is described, does that set up a mood, or a time of day? If a morning is called "misty", what specific effects does that have? Are certain patterns built up, clusters of words that have similar connotations? For example, descriptions of buds on trees, lambs, and children are all pointing toward a theme involving spring, youth and new birth.
Symbolism is also often used in a poem. A symbol is an event or a physical object (a thing, a person, a place) that represents something non-physical such as an idea, a value, or an emotion. For example, a ring is symbolic of unity and marriage; a budding tree in spring might symbolize life and fertility; a leafless tree in the winter could be a symbol for death.
Poets use techniques and devices like metaphors, similes, personification, symbolism and analogies to compare one thing to another, either quickly and simply ("He was a tiger") or slowly over a stanza or a whole poem .
Work out the details carefully. Which comparisons are stressed? Are they all positive? How are they connected? A description of birds flying could have any number of meanings. Are the birds fighting against the wind? Soaring over mountains? Circling a carcass? Pay close attention and pick up the clues.
Poems, like music videos and movies, employ a series of images and symbols to build up mood and meaning. You need to take time to feel the mood and think about the meaning. If you have specific problems or poems to consider, come to The Learning Centre, speak to your teacher, or ask at the library for books that will help.
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Now that you have considered some of the key elements of the poem, it is time to step back and decide what the poem means as a whole. To do this, you need to synthesize (combine) the separate parts of your analysis into one main idea--your idea about what the poet is trying to say in this poem.
What is the poet trying to say? How forcefully does he or she say it and with what feeling? Which lines bring out the meaning of the poem? Does the poet gradually lead up to the meaning of the poem or does he or she state it right at the beginning? The last lines of a poem are usually important as they either emphasize or change the meaning of the poem. Is this so in the poem that you are analyzing?
Guidelines for Poetry Analysis
ELEMENTS OF ANALYSIS DESCRIPTION
SUBJECT-MATTER
What event, situation, or experience does the poem describe or record?
Who is the speaker? Is the poet speaking in the role of another person, an animal, a thing? To whom is the speaking talking?
What is the time setting - hour of day, season, era?
What is the place setting?
Who is the speaker? Is the poet speaking in the role of another person, an animal, a thing? To whom is the speaking talking?
What is the time setting - hour of day, season, era?
What is the place setting?
PURPOSE,THEME, OR MESSAGE
What seems to be the poet's purpose in writing this - what message, ideas, issues, themes, (etc.) are communicated?
EMOTION, MOOD, OR FEELING
What is the poet's tone? Watch for shifts in tone especially toward the end of the poem.
What is the poet's attitude toward the subject?
What is the predominant emotion, or mood, of the poem? Does the mood change during the poem?
What emotions or feelings does the poet seek to evoke in the reader / listener?
What is the poet's attitude toward the subject?
What is the predominant emotion, or mood, of the poem? Does the mood change during the poem?
What emotions or feelings does the poet seek to evoke in the reader / listener?
CRAFTSMANSHIP, OR TECHNIQUE
This aspect of the poem deals with specific skills the poet has used in creating his or her work of art:
• Structure
• Language
• Imagery
• Movement
• Sound
• Structure
• Language
• Imagery
• Movement
• Sound
SUMMARY
Having analyzed the poem, it is important to synthesize (pull all the information together) into a summary.
What is the impact of the whole poem for you?
How successful is it as a work of art?
Does it successfully achieve the poet's purpose or is it flawed in some serious way?
Looking Closer at Craftsmanship
Structure
How is the poem structured?
Does it have a conventional structure such as a sonnet, or an ode?
Does it have stanzas with a regular number of lines, or any other interesting features of structural design?
Can you identify the type of poem - sonnet, free verse, ballad, etc.?
Is the poem lyric, dramatic, narrative, or a combination? How can you tell?
Language
How would you describe the poet's use of words - vivid, striking, effective or colourless and predictable?
What visual images are brought to mind?
What sensations does the poem evoke: sound, touch, smell, taste, movement, etc.? What words are used in surprising or imaginative ways? Look for puns.
Are there any inverted word orders or sentences? What would be the usual order? What purpose is served by the inversion?
Is the language appropriate to subject and/or theme? What effect does the language have on the poem's achievement?
What sensations does the poem evoke: sound, touch, smell, taste, movement, etc.? What words are used in surprising or imaginative ways? Look for puns.
Are there any inverted word orders or sentences? What would be the usual order? What purpose is served by the inversion?
Is the language appropriate to subject and/or theme? What effect does the language have on the poem's achievement?
Imagery
Are there any striking examples of figurative language used?
What things are compared (similes, metaphors, personifications or symbols) in the poem? Are their analogies or conceits? What is their effect?
Movement or Rhythm
Does the poem have a regular (slow or fast) rhythm? What is the effect of any rhythmic qualities?
Sounds
Does the poem have any significant sound features? Is it musical?
Does the poet use onomatopoeia, alliteration, or assonance?
Does the poem rhyme?
What are the effects of these features of sound on the achievement of the poem?
Useful English Expressions For Text Analysis
1. The story is written in a matter-of-fact (tragic, ironic, humorous, epic, satirical, elevated, etc.) tone (style, key).
История написана в прозаическом(трагическом, ироническом,
юмористическом, эпическом (героическом), сатирическом
(насмешливом), благородном и т.п.) тоне (стиле, ключе).
История написана в прозаическом(трагическом, ироническом,
юмористическом, эпическом (героическом), сатирическом
(насмешливом), благородном и т.п.) тоне (стиле, ключе).
2. The story is written with a touch of irony/The story is tinged with irony (tragedy, sadness, humour, epos, satire, etc.).
История написана с оттенком иронии (трагедии, печали, юмора, эпоса,
сатиры и т.п.).
История написана с оттенком иронии (трагедии, печали, юмора, эпоса,
сатиры и т.п.).
3. The text/passage under analysis presents ...
Текст/Отрывок в рамках данного анализа представляет ...
4. The author employs a number of stylistic devices that produce ... effect.Автор использует ряд стилистических приёмов, которые производят ... эффект.
5. The author links ... to ...; the author likens ... to a human being.
Автор связывает ... с ...; автор уподобляет ... человеку.
6. The author employs ...
Автор употребляет ...
7. The author enhances the desired effect with the help of ...Автор усиливает желаемый эффект с помощью ...
8. The author imposes his perception of the thing described on the reader.
Автор навязывает своё восприятие вещей читателю.
9. These epithets daze the emotional force they carry.
Эти эпитеты ошеломляют своей эмоциональной силой.
Эти эпитеты ошеломляют своей эмоциональной силой.
10. The powerful effect produced by these expressive means is unquestionable.
Мощный эффект, производимый этими выразительными средствами, не подлежит сомнению.
Мощный эффект, производимый этими выразительными средствами, не подлежит сомнению.
11. The author's object in employing these stylistic devices is quite evident.При использовании этих приёмов, цель автора вполне очевидна.
12. ... is described in a few masterful strokes.
... описан несколькими мастерскими штрихами/в нескольких чертах.
13. Due to the vivid stylistic colouring ...
Благодаря яркой стилистической окраске ...
14. ... draws the reader's attention to ...
... привлекает внимание читателя к ...
15. The author emphasizes ...Автор подчёркивает ...
16. The author lends some stylistic colouring to the description of the man's portrait.
Автор прибегает к использованию некоторых стилистических окрасок для описания портрета человека.
17. ... contribute largely to the vividness of ... representation.
... в значительной степени способствуют живости (яркости) ... представления.
18. This device colours the utterance emotionally.
Этот приём подчёркивает эмоциональность высказывания.
Этот приём подчёркивает эмоциональность высказывания.
19. This stylistic device aims at a mocking effect.
Этот стилистический приём направлен на эффект насмешки.
Этот стилистический приём направлен на эффект насмешки.
20. The humorous effect is achieved by ...
Юмористически эффект достигается путем ...
21. The metaphor strikes the reader with its vividness and makes him feel ...Эта метафора поражает читателя своей живостью (яркостью) изаставляет его чувствовать ...
22. The desired effect is strengthened by ... (is more enchanted by ...)Желаемый эффект усиливается путем ... (становится сильнее за счет ...).
23. The similes the author resorts to make the description far too picturesque and very illustrative
Сравнениями автор добивается очень живописного и показательного
описания.
описания.
24. This metonymy may be interpreted as the author's attempt to ...Данная метонимия может быть истолкована как попытка автора ...
25. These devices help to depict ...
Эти приёмы помогают изобразить ...
26. The author's irony is directed at ...Авторская ирония направлена на ...
27. Within this phrase we can see some other expressive means..
В рамках данной фразы мы можем видеть некоторые другие выразительные средства ...
28. The author strives for a ... effect.Автор стремится к ... эффекту.
29. The humorous effect is achieved by the incongruous combination of the solemn form and insignificant meaning.
Юмористический эффект достигается путём нелепого сочетания торжественных и маловажных форм.
30. Here the author bursts with emotions. He is unable to conceal his feelings towards his own creation and pours on him the full measure of his disgust (sympathy, love, etc.)
Здесь автор взрывается эмоциями. Он не в силах скрывать свои чувства по отношению к своему собственному творению и выплескивает их на него в полной мере (сочувствие, любовь и др.)
Здесь автор взрывается эмоциями. Он не в силах скрывать свои чувства по отношению к своему собственному творению и выплескивает их на него в полной мере (сочувствие, любовь и др.)
31. This is the case of climax. The sentences are so arranged that each of the consecutive sentences is more important, more significant and more emotionally coloured than the preceding one, all of them forming a chain of interdependent elements.
Это момент кульминации. Предложения расположены таким образом, что каждое последующее из них является более важным, более значительным и более эмоционально окрашенным, чем предыдущее, все они формируются в цепочку зависимых друг от друга элементов.
Это момент кульминации. Предложения расположены таким образом, что каждое последующее из них является более важным, более значительным и более эмоционально окрашенным, чем предыдущее, все они формируются в цепочку зависимых друг от друга элементов.
32. The starting point of the climax is .../the peak of the climax is .../the climax serves to ..
Отправной точкой кульминации является .../пиком кульминации является .../кульминацией служит ...
33. The denouement is unexpected.
Развязка неожиданная.
34. The idea of the passage is as follows / may be summed up in the following words).
Идея текста (отрывка) выглядит следующим образом .../может быть выражена следующими словами ...
35. The idea lies on the surface. Идея лежит на поверхности.
36. The analysis would be incomplete if we did not touch upon man's individual speech.
Анализ был бы неполным, если бы мы не коснулись индивидуальной
речи человека.
37. The author individualizes his character's speech for a definite purpose. By doing this he gives us some additional information concerning his character. It shows ...
Автор индивидуализирует речь своего персонажа для определенной цели. Делая это, он даёт нам некоторую дополнительную информацию о его характере. Он показывает ...
38. The syntax of the dialogue is very simple; plenty of ... make the speech expressive and emotionally coloured.
Синтаксис диалога очень прост; большинство ... делает речь выразительной и эмоционально окрашенной.
39. The narrative part of the story is illustrative of literary-bookish English. It contains bookish words (ex.), long sentences with different participial and gerundial constructions (ex.).
Повествовательная часть истории иллюстрирует литературный английский язык. Она содержит книжные слова (например: ...), длинные предложения с различными причастиями и герундиальными конструкциями (например: ...).
40. The speech of the characters is full of colloquial words (ex). The author's aim here is ...
Речь персонажей наполнена разговорной речью (например: ...). Здесь целью автора является ...
41. The text contains some realias (ex.), terms (ex.), professionalism (ex). They make us feel (understand) ...
Текст содержит некоторые реалии (например: ...), способы выражения (например: ...), профессионализм (например: ...). Они заставляют нас чувствовать (понимать) ...
42. The passage (story) is wholly narrative; wholly a dialogue; partially narrative and partially a dialogue.Вся история представлена в виде повествования; диалога; частично повествования и частично диалога.
43. The plot of the passage (story) is built around (is unfolded around; deals with)Часть истории построена вокруг (разворачивается вокруг, имеет дело с...
44. By the way of conclusion I'd like to ...
В заключении я хотел бы ...
Some other useful expressions:
- to have a keen eye for details - иметь острый глаз на детали/подробности
- to make ample use of - широко использовать
- to bring forth the idea - "родить" идею
- to convey the idea - сообщать/выражать идею
- to manifest itself - проявлять себя
- to be used to convey - использованы для передачи
- to expose - подвергать
- to have a great emotional impact on the reader - иметь большое эмоциональное воздействие на читателя
- to produce a powerful effect on the reader - производить сильное воздействие на читателя
- to resort to - прибегать к
- to draw the reader's attention to - обращать внимание читателя на
- to open with - начинать с
- to impart an idea - сообщать идею
- to be concerned with - иметь дело с
- to be akin to poetry - быть сродни поэзии
- to describe sth. with great intensity - описывать что-либо с большой интенсивностью/с яркостью
- to alternate with - чередоваться с
- to be emotionally coloured - быть эмоционально окрашенным
(http://www.english-source.ru/english-linguistics/discourse-analysis/138-stylistic-analysishttp://www.english-source.ru/english-linguistics/discourse-analysis/138-stylistic-analysis)
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