Tuesday, February 28, 2017

Edgar Allan Poe (1809 —1849)

HERE'S SOME USEFUL INFORMATION ABOUT READING POETRY.
DON'T SKIP IT!  TAKE THE TROUBLE TO STUDY IT BEFORE YOU READ "THE RAVEN"

How to Read a Poem

There’s really only one reason that poetry has gotten a reputation for being so darned “difficult”: it demands your full attention and won’t settle for less. Unlike a novel, where you can drift in and out and still follow the plot, poems are generally shorter and more intense, with less of a conventional story to follow. If you don’t make room for the experience, you probably won’t have one. 

But the rewards can be high. To make an analogy with rock and roll, it’s the difference between a two and a half minute pop song with a hook that you get sick of after the third listen, and a slow-building tour de force that sounds fresh and different every time you hear it. Once you’ve gotten a taste of the really rich stuff, you just want to listen to it over and over again and figure out: how’d they do that? 

Aside from its demands on your attention, there’s nothing too tricky about reading a poem. Like anything, it’s a matter of practice. But in case you haven’t read much (or any) poetry before, we’ve put together a short list of tips that will make it a whole lot more enjoyable.
  • Follow Your Ears. It’s okay to ask, “What does it mean?” when reading a poem. But it’s even better to ask, “How does it sound?” If all else fails, treat it like a song. Even if you can’t understand a single thing about a poem’s “subject” or “theme,” you can always say something – anything – about the sound of the words. Does the poem move fast or slow? Does it sound awkward in sections or does it have an even flow? Do certain words stick out more than others? Trust your inner ear: if the poem sounds strange, it doesn’t mean you’re reading it wrong. In fact, you probably just discovered one of the poem’s secret tricks!
  • Read It Aloud. OK, we’re not saying you have to shout it from the rooftops. If you’re embarrassed and want to lock yourself in the attic and read the poem in the faintest whisper possible, go ahead. Do whatever it takes, because reading even part of poem aloud can totally change your perspective on how it works.
  • Become an Archaeologist. When you’ve drunk in the poem enough times, experiencing the sound and images found there, it is sometimes fun to switch gears and to become an archaeologist (you know -- someone who digs up the past and uncovers layers of history). Treat the poem like a room you have just entered. Perhaps it’s a strange room that you’ve never seen before, filled with objects or people that you don’t really recognize. Maybe you feel a bit like Alice in Wonderland. Assume your role as an archaeologist and take some measurements. What’s the weather like? Are there people there? What kind of objects do you find? Are there more verbs than adjectives? Do you detect a rhythm? Can you hear music? Is there furniture? Are there portraits of past poets on the walls? Are there traces of other poems or historical references to be found?
  • Don’t Skim. Unlike the newspaper or a textbook, the point of poetry isn’t to cram information into your brain. We can’t repeat it enough: poetry is an experience. If you don’t have the patience to get through a long poem, no worries, just start with a really short poem. Understanding poetry is like getting a suntan: you have to let it sink in.
  • Memorize! “Memorize” is such a scary word, isn’t it? It reminds us of multiplication tables. Maybe we should have said: “Tuck the poem into your snuggly memory-space.” Or maybe not. At any rate, don’t tax yourself: if you memorize one or two lines of a poem, or even just a single cool-sounding phrase, it will start to work on you in ways you didn’t know possible. You’ll be walking through the mall one day, and all of a sudden, you’ll shout, “I get it!” Just not too loud, or you’ll get mall security on your case.
  • Be Patient. You can’t really understand a poem that you’ve only read once. You just can’t. So if you don’t get it, set the poem aside and come back to it later. And by “later” we mean days, months, or even years. Don’t rush it. It’s a much bigger accomplishment to actually enjoy a poem than it is to be able to explain every line of it. Treat the first reading as an investment – your effort might not pay off until well into the future, but when it does, it will totally be worth it. Trust us.
  • Read in Crazy Places. Just like music, the experience of poetry changes depending on your mood and the environment. Read in as many different places as possible: at the beach, on a mountain, in the subway. Sometimes all it takes is a change of scenery for a poem to really come alive.
  • Think Like a Poet. Here’s a fun exercise. Go through the poem one line at a time, covering up the next line with your hand so you can’t see it. Put yourself in the poet’s shoes: If I had to write a line to come after this line, what would I put? If you start to think like this, you’ll be able to appreciate all the different choices that go into making a poem. It can also be pretty humbling – at least we think so.
  • “Look Who’s Talking.” Ask the most basic questions possible of the poem. Two of the most important are: “Who’s talking?” and “Who are they talking to?” If it’s a Shakespeare sonnet, don’t just assume that the speaker is Shakespeare. The speaker of every poem is kind of fictional creation, and so is the audience. Ask yourself: what would it be like to meet this person? What would they look like? What’s their “deal,” anyway?
  • And, most importantly, Never Be Intimidated. Regardless of what your experience with poetry in the classroom has been, no poet wants to make his or her audience feel stupid. It’s just not good business, if you know what we mean. Sure, there might be tricky parts, but it’s not like you’re trying to unlock the secrets of the universe. Heck, if you want to ignore the “meaning” entirely, then go ahead. Why not?

Poetry is about freedom and exposing yourself to new things. In fact, if you find yourself stuck in a poem, just remember that the poet, 9 times out of 10, was a bit of a rebel and was trying to make his friends look at life in a completely different way. Find your inner rebel too. There isn’t a single poem out there that’s “too difficult” to try out – right now, today. So hop to it. As you’ll discover here at Shmoop, there’s plenty to choose from.


Sources:
http://allpoetry.com/column/2339540
http://academic.reed.edu/writing/paper_help/figurative_language.html
http://web.uvic.ca/wguide/Pages/LiteraryTermsTOC.html#RhetLang
http://www.tnellen.com/cybereng/lit_terms/allegory.html


Edgar Allan Poe (1809 —1849)





"Edgar Allan Poe is dead," read the obituary. "This announcement will startle many, but few will be grieved by it. The poet was known, personally or by reputation, in all this country; he had readers in England, and in several of the states of Continental Europe; but he had few or no friends; and the regrets for his death will be suggested principally by the consideration that in him literary art has lost one of its most brilliant but erratic stars."

That incredibly nasty appraisal ran six days after Poe was found, disheveled and unconscious, in the gutter of a Baltimore street. Poe lived, barely, for four more delirious days before dying of causes still unknown. The obituary was written by his greatest literary rival, a man named Rufus Grismold. Griswold, not content with his handiwork in the obituary, also published a libelous Poe biography full of lies shortly after the poet's untimely death. Add all that to the tall tales that Poe told about himself during his lifetime, and you might begin to understand how Edgar Allan Poe has become, in death, one of the best-loved but least understood writers in American literature.

Poe was a master of the short story and narrative poem. He had a gift for suspense and delightfully twisted plots. But his real gift was his ability to understand that part of our psyche that craves the macabre. He could see into the darkest corners of the human mind. As a man who lived and died in poverty—and as a man whose loved ones perished one by one of consumption (a.k.a.tuberculousis)—it's possible that Poe knew those dark places so well because he had so often been there himself. 

Not that Poe was all serious. He described his stories as "half banter, half satire." He wrote spooky stories in part because he knew they would sell. He sometimes veered into sensationalism for the sake of being sensational, and did so with a winking acknowledgement to readers that he was writing schmaltz on purpose. Though he professed to be in the writing business just for the money, Poe nonetheless changed American literature forever. You don't need to look much farther than today's bestseller lists to see that America still loves a good suspense story. According to Steven King, who knows a thing or two about telling a scary story, he and his colleagues are all "the children of Poe."

BEFORE YOU START STUDYING THE POEM "THE RAVEN" READ POE'S ESSAY "THE PHILOSOPHY OF COMPOSITION" AND USE THE STUDY GUIDE.

PHILOSOPHY OF COMPOSITION

Study Guide The Philosophy of Composition Click here and here

THE RAVEN



LISTEN TO THE POEM "THE RAVEN'':




Read the poem "The Raven" (pink booklet pp.76-82) and get ready to discuss it in class. 

The first links  to consider   Study Guide The Raven  &  Explaining the Raven

Also read:
THE RAVEN(1)
THE RAVEN(2)
WIKI

DISCUSSION QUESTIONS
“The Raven” Edgar Allan Poe -- Reading Comprehension


1. What is the gothic literary genre? What are its characteristics?

 2. What is the setting of this poem? (Time of year and place)
 
3. Whom is the speaker mourning in this poem?
 
4. What is the speaker’s first reaction to the  "tapping” at his door?
 
How does it change in the fourth stanza (line 19)?
 
5. What does the speaker discover when he first opens the door?

What does he then discover outside his window lattice?
 
6. What word does the Raven continue to repeat?  Why is this significant?
 
7. With what emotion does the speaker first greet the Raven?
 
8. How does the speaker’s attitude toward the Raven change throughout their encounter?
 
9. Reread lines 85-90. What does the speaker want the Raven to tell him?
 
10. What does the speaker order the Raven to do in the second to last stanza?
 
11. At the end of the poem, what does the speaker mean when he says the Raven “still is sitting” above the door? (Literally and figuratively)
 
12. What does the Raven finally come to represent?
 
13. How are the elements of gothic literature evident in “The Raven”?


Literary Elements as applied to “The Raven”



SETTING
•                     How did the poem begin?
•                     Where was the speaker?
•                     What types of images did the speaker draw for us?
•                     What time of year was it?
•                     What type of atmosphere did the speaker make us feel?
•                     What type of character was the speaker?
•                     What connection can we make between the setting and the speaker?
TIME
•                     How long did the poem take place? A day, week, etc.?
•                     What reference does the speaker make to the Raven?
•                     What physical objects help to define the time period?
•                     When was Poe's time?
PROTAGONIST
•                     Who is the main character?
•                     What do we know about him?
•                     By the conclusion of the poem, is he a static or dynamic character?
ANTAGONIST
•                     Who is the ‘bad’ character of the poem? Why?
•                     What does it do to the speaker?
•                     By the conclusion of the poem, is he a static or dynamic character?
CONFLICT
•                     Man vs. Nature (symbolism of Raven)
•                     Man vs. Self (power of the mind/imagination)
POINT OF VIEW
•                     Who tells the poem?
CLIMAX
•                     Where does the speaker's imagination take control of his mind?
THEME
•                     If someone is dead, are they dead in all ways?
•                     How do you relate to the story?

Thursday, February 16, 2017

Robert Frost (1874 — 1963)

BIOGRAPHY


Robert Frost: The Man and His Work 

"Sometimes I have my doubts of words altogether, and I ask myself what is the place of them. They are worse than nothing unless they do something; unless they amount to deeds, as in ultimatums or battle-cries. They must be flat and final like the show-down in poker, from which there is no appeal. My definition of poetry (if I were forced to give one) would be this: words that become deeds."


"A poem begins with a lump in the throat; a home-sickness or a love-sickness. It is a reaching-out toward expression; an effort to find fulfillment. A complete poem is one where an emotion has found its thought and the thought has found the words."
"All poetry is a reproduction of the tones of actual speech."
"There are two types of realists: the one who offers a good deal of dirt with his potato to show that it is a real one, and the one who is satisfied with the potato brushed clean. I'm inclined to be the second kind. To me, the thing that art does for life is to clean it, to strip it to form"

Stopping By Woods on a Snowy Evening


Listen:


When asked to reveal the hidden meaning of his poems, Robert Frost's response was "If I wanted you to know I'd have told you in the poem." Born in San Francisco in 1874, Frost spent his early childhood in California, then moved to Massachusetts at the age of 11, following the death of his father. He spent much of the rest of his life in New England. Frost taught at a number of New England institutions to support himself and his family; but his true passion was writing. He once said that he wanted to write, "a few poems it will be hard to get rid of." Frost wrote one of his most famous poems, "Stopping by Woods on a Snowy Evening," at his home in Shaftsbury, Vermont in 1922. It was published the following year in a volume of poems called New Hampshire, which earned Frost one of the four Pulitzer Prizes he would receive in his lifetime. This clip came from a 1958 film shot at Frost's farmhouse in Vermont. In addition to reading two poems in the film, Frost also recalls personal experiences—as a mill worker, cobbler, and farmer—that helped inspire his poetry.


Assignment
1. Comment on the title of the verse.                                                                           
2.  State the main idea of the verse.
II. Comment on the poetic features of the text.
a)  rhythmical;
b) lexical;
c) stylistic.
III. Speak about the vocabulary of the verse, its morphological, semantic and poetic features.
IV. State the grammar forms in the verse and comment on their stylistic value.
V. Pick out and give examples of a peculiar kind of a rhythmical poetry based on reiteration of words and phrases. Say why they bring forth unexpected semantic effects. Don't forget about intensifiers "but", "and".
VI. Comment on detached epithets describing woods (lines 4, 13) farmhouse, line 6), promises (line 14) and miles (lines 15, 16). State their stylistic value.
VII. Speak about object-images in the verse:
1 . Give examples of metaphors, similes, repetitions in which the following associations are made: flakes, the wind, the horse, the only other sound, he and his, I sleep.
2. Say what connotations the words "sweep", "queer". "stop", "sleep" have for you.
3. Give examples of personification and exaggeration (hyperbole).
VIII. Comment on the devices which help to produce the musical effect and sometimes onomatopoetic-imitating sounds of nature:
a) alliteration in sounds and phrases;
b) punctuation in pair-rhymed lines, run-on lines, end-stopped lines.
IX. Characterize the key of the verse as lyrical, dramatic, epic or grotesque. Comment on your choice.
X. Determine the tonal message of the verse as genial, sad, lyrical or ironic. Say why.
XI. Summarizing your analysis don't forget to add:
  1. what you think the poet's purpose is describing this scene; what the author is trying to help us imagine; what you think about the poet's message; if it is cognitive, informative or puzzling;
  2. how you understand the poet's symbolic representation and what it adds to the verse;
  3. what feelings this poem communicates to you. Are they named or expressed indirectly;
  4. what physical details are selected to suggest precise secondary meaning;
  5. which of the five senses (touch, taste, smell, hearing, sight) are exercised by the readers;
  6. that the poem was highly appreciated for its remarkable optimistic power and was awarded the Pulitzer prize.

Questions


1. Why do you think Frost uses the word "woods" instead of "forest"? How are these two words different from one another?
2. Why does our speaker worry so much about who owns the woods?
3. Many people have criticized Frost for being too concerned with the past or with things that have nothing to do with the modern world (like  radios and TV). Do you agree with this criticism? Can you relate to this poem?
4. Why do you think Frost titled this poem "Stopping by Woods on a Snowy Evening?"

Here's some links to R.Frost's poem "Stopping by Woods". 

Listen to R.Frost reading his poem:


Study Guide

Rhyme, Form & Meter

Analysis 1

Analysis 2


Questions

1. What type of choices do you think this fork in the road represents for the speaker? 
2. Do you think the road the speaker took was really the less traveled one? Why? 
3. What do you think the chances are that the speaker will get to come back and try the other path? 
4. Do you think the speaker regrets his choice, or is happy about it? Why? 

Emily Dickinson (1830-1886)


Emily Dickinson was born on December 10, 1830, in Amherst, Massachusetts. She attended Mount Holyoke Female Seminary in South Hadley, but only for one year. Throughout her life, she seldom left her home and visitors were few. The people with whom she did come in contact, however, had an enormous impact on her poetry. She was particularly stirred by the Reverend Charles Wadsworth, whom she first met on a trip to Philadelphia. He left for the West Coast shortly after a visit to her home in 1860, and some critics believe his departure gave rise to the heartsick flow of verse from Dickinson in the years that followed. While it is certain that he was an important figure in her life, it is not clear that their relationship was romantic—she called him “my closest earthly friend.” Other possibilities for the unrequited love that was the subject of many of Dickinson’s poems include Otis P. Lord, a Massachusetts Supreme Court judge, and Samuel Bowles, editor of the Springfield Republican.
By the 1860s, Dickinson lived in almost complete isolation from the outside world, but actively maintained many correspondences and read widely. She spent a great deal of this time with her family. Her father, Edward Dickinson, was actively involved in state and national politics, serving in Congress for one term. Her brother, Austin, who attended law school and became an attorney, lived next door with his wife, Susan Gilbert. Dickinson’s younger sister, Lavinia, also lived at home for her entire life in similar isolation. Lavinia and Austin were not only family, but intellectual companions for Dickinson during her lifetime.
Dickinson’s poetry was heavily influenced by the Metaphysical poets of seventeenth-century England, as well as her reading of the Book of Revelation and her upbringing in a Puritan New England town, which encouraged a Calvinist, orthodox, and conservative approach to Christianity.
She admired the poetry of Robert and Elizabeth Barrett Browning, as well as John Keats. Though she was dissuaded from reading the verse of her contemporary Walt Whitman by rumors of its disgracefulness, the two poets are now connected by the distinguished place they hold as the founders of a uniquely American poetic voice. While Dickinson was extremely prolific as a poet and regularly enclosed poems in letters to friends, she was not publicly recognized during her lifetime. The first volume of her work was published posthumously in 1890 and the last in 1955. She died in Amherst in 1886.
Upon her death, Dickinson’s family discovered forty handbound volumes of nearly 1,800 poems, or “fascicles” as they are sometimes called. Dickinson assembled these booklets by folding and sewing five or six sheets of stationery paper and copying what seem to be final versions of poems. The handwritten poems show a variety of dash-like marks of various sizes and directions (some are even vertical). The poems were initially unbound and published according to the aesthetics of her many early editors, who removed her unusual and varied dashes, replacing them with traditional punctuation. The current standard version of her poems replaces her dashes with an en-dash, which is a closer typographical approximation to her intention. The original order of the poems was not restored until 1981, when Ralph W. Franklin used the physical evidence of the paper itself to restore her intended order, relying on smudge marks, needle punctures, and other clues to reassemble the packets. Since then, many critics have argued that there is a thematic unity in these small collections, rather than their order being simply chronological or convenient. "The Manuscript Books of Emily Dickinson" (Belknap Press, 1981) is the only volume that keeps the order intact.



Selected Bibliography
Poetry
The Gorgeous Nothings: Emily Dickinson’s Envelope Poems(New Direction, 2013)
Final Harvest: Emily Dickinson’s Poems (Little, Brown, 1962)
The Complete Poems of Emily Dickinson (Little, Brown, 1960)
Bolts of Melody: New Poems of Emily Dickinson (Harper & Brothers, 1945)
Unpublished Poems of Emily Dickinson (Little, Brown, 1935)
Further Poems of Emily Dickinson: Withheld from Publication by Her Sister Lavinia (Little, Brown, 1929)
The Complete Poems of Emily Dickinson (Little, Brown, 1924)
The Single Hound: Poems of a Lifetime (Little, Brown, 1914)
Poems: Third Series (Roberts Brothers, 1896)
Poems: Second Series (Roberts Brothers, 1892)
Poems (Roberts Brothers, 1890)
Prose
Emily Dickinson Face to Face: Unpublished Letters with Notes and Reminiscences (Houghton Mifflin Company, 1932)
Letters of Emily Dickinson (Roberts Brothers, 1894)

BECAUSE I COULDN'T STOP FOR DEATH


Listen to the poem:



Study the following materials:


Analysis 1
Analysis 2
Analysis 3

WATCH A PRESENTATION

And here's another presentation

CONSIDER THE FOLLOWING QUESTIONS

Questions About Mortality
1.      Why couldn't the speaker stop for Death? What makes her incapable and him capable of stopping?
2.      Why do you think the speaker is so willing to die? What kind of person is ready to die?
3.      How did you feel when you read the first stanza? How did you think the rest of the poem would turn out? Were your expectations correct?
4.      How long do you think the carriage ride takes? What clues does the poem give you?
Chew on This
Try on an opinion or two, start a debate, or play the devil’s advocate.
The speaker isn't really relaxed about her experience with Death; she's terrified.

Questions About Immortality
1.      What kind of afterlife do you imagine the speaker is telling the story from?
2.      What makes the speaker so certain she will continue on after death? (Immortality is mentioned right away, in the first stanza.)
3.      Do you think the speaker misses her life on Earth, or do you think she's happier where she is?
4.      Do you agree that horses' heads signal "Eternity"? Are there any other animals you think might be capable of signaling the afterlife? Why?
Chew on This
Try on an opinion or two, start a debate, or play the devil’s advocate.
Even though Dickinson doesn't specifically name it, the speaker is in Heaven.
The horses mentioned in the poem were actually angels, carrying the speaker to the afterlife.

Questions About Spirituality
1.      What do you think passing the children and the fields of grain meant to the speaker on this journey?
2.      Do you think the speaker knew it the man was Death right away, or only in hindsight? Why?
3.      What do you think the "House" was like? Is it really just a plain old coffin? Is it the "house of God"?
4.      Do any of the speaker's behaviors or attitudes remind you of any religious attitudes you know of? Which ones?
Chew on This
Try on an opinion or two, start a debate, or play the devil’s advocate.
The formality of their slow progressions is supposed to mirror a traditional religious death procession.
The spirituality of the speaker belongs to no formally-established religion, but is her own personal belief system.

Questions About Love
1.      Why didn't the speaker and Death ever speak?
2.      Think about what she's wearing. Does her outfit remind you of a wedding gown at all? Or a fancy outfit? What do you think this means?
3.      Is the love between the speaker and Death romantic love, or something else? What could it be? What evidence in the poem makes you think so?
4.      Do you think Death is really gentlemanly, or is this just a front to get her to go along with him?
Chew on This
Try on an opinion or two, start a debate, or play the devil’s advocate.
The speaker knew about the date beforehand and that's why she's dressed up and not at all surprised to see Death.
The speaker hasn't really passed into an afterlife, but lives in the "house" with Death.

Bring on the tough stuff - there’s not just one right answer.

1.      Do you believe the speaker's relaxed attitude toward death? Sometimes we pretend to be confident when we're nervous and brave when we're scared. Is this an example of that? Which lines of the poem support your opinion?
2.      Why might the speaker not fear death?
3.      If Dickinson were writing this today, do you think she could still illustrate the journey to death with as a carriage ride, or would that be silly? What would be a good present-day equivalent?
4.      Try reading the poem out loud. How does the sound of the poem affect your reading of it? Think about the action in the poem (the driving, the stopping). When does the sound mimic the action?
5.      The speaker seems to speak fondly and clearly of her memory of death. What do you think that means about the afterlife? How do you imagine the place where she now speaks from?
                                    (http://www.shmoop.com/because-i-could-not-stop-for-death/questions.html)