Академический Документы
Профессиональный Документы
Культура Документы
POETRY CRITICISM: HOW TO READ A POEM 10. What all usions are used in the poem? An ·
anusion is areference to historical events andpeople, to mythological and
STEP I: Read the poem through several limes (at least three): biblical figures, and to works of literature. Allusions alwa ys invite
1. SILENTLY for fast impression . . . comparison between the woft( at hand and the items referred to.
2. ALOUD, noting shiftsof pattern, thou g h~ voice; ~ow ~
3. AGAIN, to adjust first impression. . ;. ::: . P IV: DICTION:. Basically diction refers to the poet'schoice of
words. Poets are sensitive to thesubtle shades of meanings ofwords, to
STEP II. Note the title. . .. the possible double meanings of words, and to the denotative and
WHAT is the single most dominant impression connotative meanings of words. Denotation is the object or idea-the
of the poem?(e. g. The themes expressed through the imagery) referent-tha t a word represents. The denotation of a word isits core
meaning, its d ict i o n~ry meaning. Connotation is the subjective,
STEPill. Ask yourself the following questions, and locatethe evidence emotional assodation that a word has for one person or a group of
for your answers. people. Poets often choose words that contribute to the poets meaning
on both a denotalional ang connotational level. Y..ou should be alertto
1. Can I find the subject , verb, and object of sudl choices. .
every sentence in the poem? Sometimes this will be easy;
reading poetry will be like reading dear prose. 8utsometimes it will not. When studying a poem:
Because poetry often mnforms to structural requirements and because it
is a condensed form of communica tior., sentence structures are 1. Orde allthe words you do not Know.
sometimes distorted andwords are left ouUn sudl cases, you will nave
to put the sentence innormal order and insert missing worns. 2. Underline words that seem especially meaningful or well
. chosen. For each word explaindenotations and connotations.
2. Can I paraphrase the poem ? This is one way to',-: ":" . .
make sure you understand every sentence. . ' ' .. ':,;', :: 3. Underline any wordplaYI such-as double meanings and
" "::::P~ns . Explain why thewordplay adds to thesense of the poem.
3. Who is the speaker of the poem? Underlin ethe .;'- ','C.'
words and phrases that help characterize the speaker and bring outthe 4. Underline any use of unusual words-sl ang, archa isms,
speaker's concerns. Describe indetail the traits of the speaker and ofany foreign language words, made-up words. Explain what qualities and
other 'characters ofthe ~ , . meanings theses words add to the poem. Discuss how the poem
would be different withCitlt-ttlem.
4; What is the situation of the poem? Where is the
speaker? What time of day is it? Wh at season of the year? What 5. Identify the leve! of diction in thepoem (format, informal,
historical occasion? To whom is the spea ker speaking? Why? list the colloquial, slangy, dialect). Explainwhat the poem gains from the use of
internal and external conflicts ofthe poem. this level, Explain whatit couid lose by changing to a different level.
5. What issues concern the spea ker (what the 6. Explain how the choice Qf words contributes to the
poem is about)? Explain the speaker 's ideas (the themes of the speaker's tone.
poem). Note any cha nges in the speaker's mood orideas as the poem .
moves from unit to unit, Explain what the speaker is try ing~ · .
3. Describe how the descriptive images create a sense ofthe pentameter (five feet)
timeof day and season ofthe year . ' . hexameter (six feet)
heptameter (seven feet)
4. Note any progression in the descriptive images; for octlmeter (eight feet)
example, from day to n igh~ hot to cold, soft toloud, color to color, slow
tlfast. Another feature ofline length isthat each linemay have a fixed number
of syllables. When people speak'of iambic pentameter, they usually
5. Explain how the' descriptive images help create think ofa line containing five accented syliables and ten syllables inall.
atmosphere and mood. Slow movements, for example, are condudve ..When a line of poetry is measured by both accents and syllables, it is
to melancholy; speed to exuberance and excitemenl ~' cal(ed accentual-syJlabic. However, not. all English poetry is accentual
.;syiiabiC. Sometimes it isjust accentual. Traditional ballads, for example,
. ~ . 6ft:en count the number of accents per line but not the number of
When exploring a poem for figurative language: syllables:
1. MarX the similes inthe poem. Underline orcircle the words '0 where hae ye been, Lord Ra ' ndal, my son?
that signal the comparisons. Explain the implications ot the analogies (that o whe 're hae ye been my ha 'ndsorne young man?'
4. Poets often use analogies to.help make an abstract Went upstairs to kiss af,ellow.
quality, such as "love" or 'my love's beauty' or 'God's grandeurs" . Made a mistake; . kissed a snake.
concrete and knowable. Tney do so by comparing the abstract quality · How many doctors did it take.
to something the reader knows well. Almost always this "something" is'
a physical object or reality. List the qualities ofthe object. Explain how the Caesuras oFte~ serve to emphasize meaning. caesuras in the middle of
comparison has darified the abstraction. lines, ·for example, can emphasize strongcontrasts or close relationship
between ideas. In line 3, both the caesura and themyme of "rnstake"
5. List the senses appealed to in each analogy. Describe the \I/ith "snake" iink the abstraction (the mistake) with the action (kissing the
Dominant sensuous impression created bythe analogies. snake).
Vl, RHYTHM; All human speech has rhythm, but poetry regularizes When exploring a poem for rhythm:
Metrical patterns vary depending on the sequence which one arranges 1. Count the number of syllables in each line. Write the
the accented (a) and unaccented (a) syllables Df an utterance. The unit number atthe end ofthe tine.
rhythm in a verse. Probably the most natural fcot in English is the 2. Read the poem aloud, then mark the accented and
iambic, which has an unaccented syllable Followed by an accented unaccented syllables ofeadlline.
masculine rhyme (the rhymed sounds have only one syllable: 'man sestet For both kinds of sonnet, indicate how the meaning changes after
intemalrhyme (the rnymed sounds are within the ~ ne) . between ideas suggested by the end rhyme. A couplet, for example,
end rhyme (the rhymedsounds appear at the ends of lines). whenever it may appear in the poem or stanza, almost always states
approximate rhyme (the words are close to rhyming: "book-buck", one idea or indicates a dose connection between the sense of the two
4, When the sounds of a poem are harsh and grating, the 8, Outline the units of meaning in the poem. Tnat is, indicate
effect is called cacophony. Wh en they are pieasing and harmonious, the where thepoetmoves from one ide" toanother.
n 1P rT'P t:: r I • « ,-"rnm:t n 7P r n ,o mP A rtlllt l ru "'1'4 1 1\ fIlV ' ....II HIIIl II 1P"' rlf'''' '' 1 III