Saturday, June 13, 2009
Well This is Way Harder than I Thought...lol
Hey Guys!
I am trying desperately to update this thing, but with web outages, late returns and early starts, and other limitations, I am having a difficult time doing a day-to-day update. I will try to summarize the last couple of days...
After Wicked, we spent the next day going to Stonehenge and Bath, followed by dinner at the Hard Rock Cafe in London. It was amazing! The kids loved Stonehenge, a UNESCO World Heritage Site...it is so austere and beautiful, it is hard to describe. Bath was great, too - after touring the Roman Baths, we toured and ate fish and chips at a traditional English Pub. The Hard Rock was wonderful - we even got to tour the vault of their instrument collection and see some of the most valuable instruments in their collection (Jimi's Flying V, anyone??).
Yesterday we managed to get to Oxford to see Oxford University, and we got to see the dining hall where the Harry Potter movies were filmed! We also got to tour the town and see sites like The Bridge of Sighs, The Bodleian Library, The Radcliffe Camera, and my favorite, Ben's Cookies (a local treat). After that, we drove to Stratford and saw the birthplace of William Shakespeare, in addition to the home of Anne Hathaway, his wife. It was fantastic, and so was the opportunity to shop a little bit afterwards.
Today we traveled to York, a beautiful town in northern England. After some coach problems in the morning (we had to swap after a breakdown - no worries), we got to one of the most beautiful and historic villages in the whole of England, York. With a bustling market, a historic minster, a number of shopping precincts, and great weather, it was the ideal situation to take in the English lifestyle.
Tomorrow we are off to see Hadrian's Wall, then moving on to Edinburgh, Scotland...very excited!
Hope all is well back home.
Mr. Parsons
We have now made our way to York, a beautiful town in t
Wednesday, June 10, 2009
A Very Full Second Day!
Hey Guys!
Well, I was hoping to have more elaborate posts than this, but the pace of this tour is so frenetic, I will have to make do with just a little post today, with more writing and pictures to come tomorrow. Today we did a full sightseeing tour in London, which was fantastic, taking in such sights as the Tower of London, Buckingham Palace, and Westminster Abbey. It was amazing! We were, unfortunately, unable to get out to Windsor Castle, as the tube strike held up our tour. However, we finished off the evening with some excitement: Covent Garden, followed by dinner in Piccadilly Circus and finally Wicked the Musical in the West End.
Tomorrow, we are off to Stonehenge and Bath, followed by a little shopping at Harrods and dinner at the Hard Rock Cafe. Yeah, it's a hard life, but someone has to do it. :)
Mr. Parsons
English II Honors
Monday, June 8, 2009
England, Here We Come!
Hey Guys!
I am currently sitting with five GCHS students and a couple of chaperones in Charlotte International Airport (Douglas) waiting on a plane to Gatwick in London. We are on the first annual travel study for English II Honors students at Greenup County High School, and are looking forward to a fantastic time studying the sights and sounds of another culture and learning more about the history of the English language.I will be updating this blog every day throughout our trip. Stay tuned to see what fun we are having! You can also check out our Youtube channel - just search for Outbakz.
Hope you guys are having as much fun as we are.
Mr. P
I am currently sitting with five GCHS students and a couple of chaperones in Charlotte International Airport (Douglas) waiting on a plane to Gatwick in London. We are on the first annual travel study for English II Honors students at Greenup County High School, and are looking forward to a fantastic time studying the sights and sounds of another culture and learning more about the history of the English language.I will be updating this blog every day throughout our trip. Stay tuned to see what fun we are having! You can also check out our Youtube channel - just search for Outbakz.
Hope you guys are having as much fun as we are.
Mr. P
Sunday, April 5, 2009
English II Honors - Novel Study Finals
Hey guys!
Following are the essay topics for the essays you will be writing over the next two days. Instead of the review session we had planned for Monday, you will be working on your notes and quotes page (one double-sided, 8.5" by 11" sheet, handwritten only) and doing your pre-writing for the essay finals tomorrow and Wednesday. USE YOUR TIME WISELY - THERE WILL BE NO EXTENSIONS IF YOU DO NOT FINISH YOUR ESSAYS IN CLASS IN THE ALLOTTED TIME.
Also, we have been working on essay writing and construction all year, in addition to grammar and mechanics. I expect that you have developed your skills over the course of the year, and I will be holding you to a higher standard this time around as a result.
A few things to consider:
- Be VERY careful with spelling and grammar - I will allow each of you to have a Dictionary in class. You will not be allowed to use the computer dictionary, as you will not be allowed to log in on Tuesday or Wednesday.
- Just because the essays will be handwritten does not preclude them from formatting. Remember to format exactly as you would a typed essay, with one change: Instead of indenting your paragraphs, I would like you to leave a line blank in between each paragraph.
- Quote, quote, quote. I am leaving you an ENTIRE period to prepare for your essays - I expect exceptional support for your ideas from the text. The rules for quotations, revised:
* Citations: Quotations are vital when citing specific documentation. If you are quoting an author, book, article, or person, then you must always use a quotation. You can introduce the quote by saying that John Doe says in The Times Daily News that, "People like to use quotations marks." Or, you can simply write the quotation (using the quotation marks) and end the sentence with the internal documentation. See the next bullet for internal documentation.
* Internal Documentation: In essays, you will inevitably use quotations from original and primary sources. Consequently, you will need to cite them internally (or via footnotes, an antiquated style). When documenting a specific quotation, you will omit the end punctuation (period, exclamation mark, question mark), put the close quote mark, and then add a parenthesis with the citation. After the citation, you will close the sentence with a period. See this example: "I will not eat green eggs and ham" (Seuss, 5). The sentence concludes after the internal documentation.
* Indented Quotes: Sometimes in an essay, you will use a long quotation. This means, absolutely no quotation longer than five lines should be within the body of the text of your essay. If you choose to use a long quotation (longer than five lines of text), then you should indent the quotation one inch on either side and sometimes italicize it. The quotation should end with a punctuation mark and quotation mark. The internal documentation comes afterwards without any end punctuation.
Finally, the essay topics:
THE CHOCOLATE WAR
1. Write an essay in which you compare and/or contrast the novel The Chocolate War with the novel 1984.
2. What does the The Chocolate War suggest about the benefits and dangers of 'disturbing the universe'?
FAHRENHEIT 451
1. Write an essay in which you compare and/or contrast the novel FAHRENHEIT 451 with the novel 1984.
2. Fire imagery appears throughout the novel FAHRENHEIT 451. Write a paper discussing Bradbury's use of fire imagery in the work.
Good luck!
Brenton Parsons
English II Honors
Wednesday, April 1, 2009
English II Honors - Extra Credit
Hey Guys!
Some of you will inevitably get finished with your workbook questions a little early, so I have a little extra credit available to you. There will be 15 points of extra credit for those brave enough to create one minute audio reviews of the novel they studied during the unit using GarageBand. The review, which I will convert to Mp3 on my return, will be uploaded to the LIbrary card catalog.
Two eadsets are in the top drawer next to my computer on the left. Good luck!
Mr. Parsons
English II Honors
Monday, March 23, 2009
English II Honors - The Chocolate War Questions #2
Hey guys!
Here are your questions for the second third of the book that you have chosen. Your responses to each question should be three to four sentences, minimum, and should include a quote from the book wherever possible to justify your response. Your responses should be posted as comments on this post prior to the class of the due date on which they are assigned; you may also submit responses in handwritten or typed form.
Good Luck!
PRE/POST READING QUESTIONS
1. Jerry has a poster in his locker that reads, "Do I dare disturb the universe?". Describe the universe that Jerry lives in and compare it to your own in a 100-word response.
2. Using the following vocabulary guide drawn directly from the novel, create a magnetic/found poem. Describe which words you chose, and why.
http://www.vocabulary.com/VUctchocolatewars.html
3. Jerry decides not to sell the chocolates, starting the war that is mentioned in the book's title. Describe Jerry's decision and why he chose not to sell them in a 100-word response.
READING QUESTIONS PART 2:
1. Adults bully as well as children, often producing even more dramatic effects. Describe adult bullying or adults being bullied in the novel.
2. Describe the protagonist of the novel.
3. How much school spirit should we have? Where should we draw the line? Do we have school spirit at Greenup County High School?
4. Describe the Goober.
5. Paul and “Tubs” have humiliating experiences selling chocolates. Describe them.
6. Do you think the world is made up of either victims or victimizers? Explain.
7. Why does Archie tell Brother Jacques about the trigger word?
8. Why does Jerry continue to refuse to sell the chocolates after the assignment is over?
9. Jerry feels sick every morning because he has to face Leon. How are physical and mental stress connected, and have you ever experienced them relating to each other?
10. Should the teachers do something about the Vigils? If they were in your school, would you want them to?
11. How do the other students in the school feel about the Vigils? Describe their reactions.
12. Describe the antagonist of the novel.
English II Honors - FAHRENHEIT 451 Questions #2
Hey guys!
Here are your questions for the second third of the book that you have chosen. Your responses to each question should be three to four sentences, minimum, and should include a quote from the book wherever possible to justify your response. Your responses should be posted as comments on this post prior to the class of the due date on which they are assigned; you may also submit responses in handwritten or typed form.
Good Luck!
PRE-READING QUESTIONS
1. The novel Fahrenheit 451 is part of a literary movement called "Dystopian fiction", of which Orwell's 1984 is the most prominent example. Read the following excerpt and summarize it into a response less than 100 words.
http://wsu.edu/~brians/science_fiction/451.htm
2. Consider the issue of censorship. How and when are you censored? What is appropriate to censor and what is not appropriate? Write a 100-word response in which you discuss the answer to this question.
3. Using the following vocabulary guide drawn directly from the novel, create a magnetic/found poem. Describe which words you chose, and why.
https://secure.layingthefoundation.org/english/vocab/novels/Fahrenheit%20451.pdf
READING QUESTIONS PART 2: The Sieve and the Sand
1. How were movies, pictures and TV the beginning of "it all"?
2. "Out of the nursery, into the college, and then back into the nursery" Explain this in your own words.
3. Why do people read less and play more?
4. "Magazines became a nice blend of vanilla tapioca" Explain this in your own words.
5. What do schools turn out instead of intellectuals?
6. How do firemen "keep everyone happy."
7. "She didn't want to know how a thing was done, but why?" Explain this in your own words.
8. How can Guy get back in the good graces?
9. Why are there no front porches?
10. Why is Mildred acting strangely?
11. What is the rest of the world like?
12. What mistake could Montag be making?
Sunday, March 22, 2009
English II Honors - The Chocolate War Questions #3
Hey guys!
Here are your questions for the final third of the book that you have chosen. Your responses to each question should be three to four sentences, minimum, and should include a quote from the book wherever possible to justify your response. Your responses should be posted as comments on this post prior to the class of the due date on which they are assigned; you may also submit responses in handwritten or typed form.
Assuming that you do not have an excused absence before then, the final set of notebook questions will be due the Wednesday directly before Spring Break.
Good Luck!
Mr. Parsons
English II Honors
READING QUESTIONS
1. Who or what gives the Vigils such power?
2. Do you think Jerry should begin selling the chocolates? Why?
3. Carter punches Rollo when he talks back to Archie. What can we do when faced with the threat of physical violence?
4. Is the quote “All schools [have] animals” true? Explain your response.
5. What would you do if someone sabotaged your work?
6. Should Jerry tell his dad what’s going on?
7. What’s the difference between a spirit of brotherhood and what the boys of Trinity have?
8. Have you ever been in a fight? Did it solve the problem?
9. Did Jerry have to go to the field for the fight? What would you have done in Jerry’s situation?
10. Has Jerry really given up?
11. To what lengths would you go to stand up for something? Relate your experiences to the novel.
12. How do you feel after the ending?
13. What does the novel suggest about disturbing the universe? Does this story leave us with any hope at all?
POST-READING QUESTIONS
1. Write a 150-word response in which you consider your final thoughts on the novel. Include your analysis of the ending - those reading the posts should have read the ending themselves and come to their own conclusions.
2. Robert Cormier wrote a follow up to the novel, called Beyond the Chocolate War. Why might he have written another book? What might it be about? Write a 150-word response hypothesizing about the next novel and what it might be about.
English II Honors - FAHRENHEIT 451 Questions #3
Here are your questions for the final third of the book that you have chosen. Your responses to each question should be three to four sentences, minimum, and should include a quote from the book wherever possible to justify your response. Your responses should be posted as comments on this post prior to the class of the due date on which they are assigned; you may also submit responses in handwritten or typed form.
Assuming that you do not have an excused absence before then, the final set of notebook questions will be due the Wednesday directly before Spring Break.
Good Luck!
Mr. Parsons
READING QUESTIONS
Part III: BURNING BRIGHT
1. How has Beatty given Montag hints that he is under suspicion?
2. Who must have brought the books back from the garden?
3. Who turned in an alarm against Montag? Why?
4. What happened to Montag’s green bullet?
5. Why did Montag burn Beatty's body?
6. What is Montag’s plan to escape?
7. How much money did Montag give Faber?
8. How many scents can the mechanical hound remember?
9. Why did Montag want Faber to turn on the air conditioning and sprinklers?
10. Interpret “Twenty million Montag's running, soon, if the cameras caught him.”
11. Why did the search for Montag veer inland?
12. Who died in Montag’s place?
13. What did Granger mean by “Welcome back from the dead.”
14. When Granger and other like minded people are stopped by authorities, why isn’t any incriminating evidence found?
15. What does Granger mean by his quote “You’re not important. You’re not anything.”?
16. Explain the last implications of the events in the last 4-5 pages.
POST-READING QUESTIONS
1. Write a 150-word response in which you consider your final thoughts on the novel. Include your analysis of the ending - those reading the posts should have read the ending themselves and come to their own conclusions.
2. Write a 100-word response comparing the novel to 1984, discussing their similarities and differences.
Tuesday, March 17, 2009
Thursday, March 12, 2009
English II Honors - Open Mike Sessions
Hey guys!
Following is a podcast of the Open Mike Session we did in class on Tuesday. There were a few technical difficulties (thanks to me!! grr.), but I was pretty happy with the outcome. Expect more recordings with better audio quality in the coming weeks, as a few students have volunteered to record some audio tracks for us.
Thanks, and enjoy!
http://www.switchpod.com/
users/musketeerenglish/feed.xml
Wednesday, March 11, 2009
English II Honors - Choose a Novel to Study
Hey guys!
In an effort to give you as much choice as possible regarding the final novel that you will be studying, I have decided to select two books, as opposed to just one, and you may choose the book that best suits your needs or interests. It is important to note that the format of this study will be very similar to the way in which we studied 1984, with three sets of response questions relating to the novel, a multimedia project, and an essay-based final.
The two novels that I have chosen are Fahrenheit 451 and The Chocolate War. The following is a summary of each book:
FARHRENHEIT 451
Guy Montag is a firefighter who lives in a lonely, isolated society where books have been outlawed by a government fearing an independent-thinking public. It is the duty of firefighters to burn any books on sight or said collections that have been reported by informants. People in this society including Montag's wife are drugged into compliancy and get their information from wall-length television screens. After Montag falls in love with book-hoarding Clarisse, he begins to read confiscated books. It is through this relationship that he begins to question the government's motives behind book-burning. Montag is soon found out, and he must decide whether to return to his job or run away knowing full well the consequences that he could face if captured.
THE CHOCOLATE WAR
Set at the fictional Trinity High School, the story follows protagonist Jerry Renault as he challenges the school's cruel, brutal, and ugly mob rule. Because of the novel's language, the concept of a high school's secret society using intimidation to enforce the cultural norms of the school, and the protagonist's sexual ponderings, it has been the frequent target of censors and appears at number three on the American Library Association's list of the "Top 100 Banned/Challenged Books in 2000-2007".
On Wednesday, after we have presented and submitted our poetry notebooks, you will have to check out one of these books and will be required to complete the assignments associated with that novel. YOU WILL NOT HAVE TO DO BOTH! Please do not make that mistake - I do not need anyone going into cardiac arrest.
The first set of workbook questions is posted below. Assuming there are no other epidemics, blizzards, interruptions, or distractions, they will be due Wednesday, March 18.
Good luck and enjoy the book of your choosing.
Mr. Parsons
English II Honors
Tuesday, March 10, 2009
English II Honors - The Chocolate War Questions #1
Here are your questions for the first third of the book that you have chosen. Your responses to each question should be three to four sentences, minimum, and should include a quote from the book wherever possible to justify your response. Your responses should be posted as comments on this post prior to the class of the due date on which they are assigned; you may also submit responses in handwritten or typed form.
Good Luck!
PRE-READING QUESTIONS
1. Read a biography of Robert Cormier. Write a summary of no less than 100 words describing him and the things you learned about him from his biography.
(http://www.wpi.edu/Academics/Library/Archives/WAuthors/cormier/bio.html is a good place to start.)
2. Read the short story "The Bully" here: http://www.thecockatoo.com/bully.html
3. Write a 100-word response to the story in which you consider the story and bullying in general.
4. Write a 100-word response describing a situation in which you have felt bullied and how you dealt with it.
READING QUESTIONS PART I:
Chapters 1-13
1. What affect did the first sentence have on you? Why did the author use it? (ask this question again after reading the whole book)
2. Do you feel you have to stay on the good side of anyone in your life? Why?
3. What would you do/how would you feel if you found out someone was keeping private information about you? (like Obie’s notebook)
4. Why is the man at the bus stop contemptuous of Jerry? What does he mean when he tells him he’s “missing a lot in the world?”
5. Who is Brother Leon? Describe him.
6. Who are the Vigils? Why does everyone in the school ignore the Vigils?
7. Why does Goober have to comply with the assignment? What would you do?
8. What kind of a teacher is Brother Leon? Have you ever seen a teacher pick on a student? Have you ever been picked on by a teacher? What did the rest of the class do?
9. Do you know anyone with any of Emile’s characteristics? What are they?
10. Why do they choose to pick on Brother Eugene?
11. Jerry feels like he can’t talk to his father. How could he remedy the situation? Do you ever feel that way? How could you remedy the situation?
12. What have you had to sell for school fundraisers? Have you felt any pressure to sell? What drives the pressure to sell in this novel?
13. Describe the coach in chapter 12. What does his behavior suggest about his views toward the students at Trinity?
14. Write a 100-word response in which you discuss your feelings about the first 12 chapters of the book.
English II Honors - FAHRENHEIT 451 Questions #1
Here are your questions for the first third of the book that you have chosen. Your responses to each question should be three to four sentences, minimum, and should include a quote from the book wherever possible to justify your response. Your responses should be posted as comments on this post prior to the class of the due date on which they are assigned; you may also submit responses in handwritten or typed form.
Good Luck!
PRE-READING QUESTIONS
1. Read a biography of Ray Bradbury. Write a summary of no less than 100 words describing him and the things you learned about him from his biography.
(http://www.raybradbury.com/bio.html is a good place to start.)
2. Read the short story "All Summer in a Day" by Ray Bradbury (download it here: www.dodea.edu/instruction/curriculum/lars/ela_lab/PreK-Grade6/ Guided%20Reading/AllSummerinaDay.doc)
3. Write a 100 word response to the story and what you think that the story might suggest about the type of book that Ray Bradbury might be capable of writing.
READING QUESTIONS PART I:
The Hearth and the Salamander (pages 3-68)
1. What do the "fireman" do for a living?
2. In the opening scene, why are the books compared to birds?
3. According to pages 3-4, what does Montag think of his job?
4. Who does Montag meet on the way home?
5. During his conversation, Montag says that "You never wash it off completely" referring to the kerosene. What could this mean symbolically?
6. Why do you think that Bradbury would introduce Clarisse before Montag's wife, Mildred?
7. Why does Mildred need help when Montag gets home?
8. Describe the help that she receives. Is there anything unusual about the way the two men go about helping Mildred? How is it unusual?
9. How is life in Montag's house very different from that of Clarisse's house?
10. How does Mildred react after she wakes up from her previous night's experience?
11. What is Clarisse doing when Montag sees her on page 21? How is Clarisse different than Mildred?
12. What is the mechanical hound and what is its purpose?
13. What is the hound's reaction to Montag?
14. Why does society consider Clarisse “anti-social” (page 29)?
15. At the next fire, what does Montag take?
16. On page 40, Beatty reveals something very important about himself and his knowledge. What is it?
17. What has happened to Clarisse? How did it happen?
18. Read pages 55-62 very carefully. They contain great truths about our world. List three things Beatty talks about in his speech to Montag that are true about our world.
19. Write a 100 word response in which you ponder your thoughts on the first third of the book.
Saturday, March 7, 2009
English II Honors - Poetry Notebook Exact Requirements
Hey guys!
Questions over what should go in your notebook can be answered by reading the following:
1. Cover page
2. Contents Page
3. Author biography (optional, about yourself)
4. Definition of Poetry
5. 5 Poems by another author (including art and analysis)
6. 8 Poems by yourself (including art and analysis)
7. Glossary/Terms and Definitions
Thanks,
B. Parsons
English II Honors
Friday, March 6, 2009
English II Honors - Notebook Extension
Hey guys,
In consideration of the three days lost this week due to school being closed, I have decided to make the poetry notebooks due Tuesday. This will allow you to conference with me one final time before notebooks are submitted.
Relax, guys - your prayers have been answered.
Good luck,
Mr. Parsons
English II Honors
Tuesday, March 3, 2009
More of My Poetry
Boots Under the Bed
I tried you on,
like new shoes; sharp,
clean and proud.
It's a straight line,
but I never walked this
pale road before.
It ain't always been,
blue skies and bright faces.
It's been some
wearied worn looks,
half-hearted smiles
and eyes that crinkle at the edges.
(Didn't plan for much -
life told me what to do
in small, angry whispers
- and pauses for -
uncomfortable silences.)
My old shoes had holes
worn from bad habits
and scarred from brushes
with the stones and people
that littered my path.
I thought I would wear them forever.
They were mine, all mine,
they grew on me like weeds,
and I didn't care much
about the way they looked
to others.
The open road seems a damn fine place
'til the weather turns bad,
and home calls like a mother,
at the door, waiting for
a young boy to come in from the rain.
I came in from my troubles,
took off my old, lonely boots,
threw 'em under a bed,
and left them hidden in the dark.
For you.
Wednesday, February 25, 2009
English II Honors - Assignment #4 Plath
Hey guys!
Already we have completed exercises on poetry analysis, Langston Hughes/Harlem Renaissance, ee cummings, and now we will complete a final exercise on Sylvia Plath. While it may seem I have chosen each of the poets at random, I have chosen each for a specific reason, as follows:
Smith/Lindsay - Two personal favorites, plus an introduction to poem analysis
Langston Hughes - Poetry that relates to a literary movement (Harlem Renaissance)
ee cummings - Poetry that experiments in style and form (syntax and punctuation)
Sylvia Plath - Poetry that that belongs in a subgenre (confessional poetry)
It is important to understand that poetry does not exist in a vacuum; it comes from somewhere, relates to something, was written by someone, and has something important to say even if the only thing of importance is that the poem does not consider itself important.
SYLVIA PLATH
1. Sylvia Plath helped begin a style of poetry referred to as 'confessional poetry'. Read more about the movement here:
http://www.poets.org/viewmedia.php/prmMID/5650
2. Read Sylvia Plath's biography here:
http://www.poets.org/poet.php/prmPID/11
3. Read her stunning, emotional poem 'Daddy' here:
http://www.poets.org/viewmedia.php/prmMID/15291
...and watch and listen to it here:
http://www.learner.org/catalog/extras/vvspot/video/plath.html
4. Find another confessional poet you like and post a 250-word response in which you do the following:
-Spend 100 words discussing 'Daddy' and your impression of Plath and her poetry.
- Spend the additional 150 introducing your confessional poet, including a poem you have chosen and your analysis of it.
Please do not get stressed out that this exercise is already posted - it will not be due until Wednesday next week. This will be the final exercise in this unit - the remainder of the time will be spent working on poetry notebooks. NOTEBOOKS WILL BE DUE MONDAY, MARCH 9...that will also be the day we do the coffee shop performance/reading.
Good luck!
Mr. Parsons
English II Honors
Tuesday, February 24, 2009
English II Honors - My Poetry...for You
Hey guys!
I thought it would only be fair, considering that I have asked you to share so much of your writing with me, that I shared some of my writing with you. These poems do not require you to do anything other than read and enjoy -there will be no assessment. However, feel free to leave comments - they would be greatly appreciated, either positive or negative.
Thanks,
B. Parsons
English II Honors
Sunset Memorial
(For Cindy)
At length, the sun's glance on the hills,
had broken into mysterious hues.
The stark, amber trees echo'd of birds' trills,
and the Ohio waters moped in browns and blues,
for the earth had come to pay its dues.
The sombre mood was set by the dying rays,
and the sun had crested; bearing a dying haze.
On My Neck
I pulled out Dad's dogtags today
uncoiling them, marveling at the shapes
the real deal, olive drab to hide the glint
from an opportunistic Viet sniper.
Battle-scarred, they dangle in my hands.
AUST
45301
PARSONS RW
ANG
A POS
Words embossed into the metal
two tags, one chain, one man
they make the dead easier to catalog.
I think about them, dangling around his neck
knee deep in danger, back against a tree
breathing hard as Viet bullets hailed in.
The tags don't say he was 17.
17, but young enough to don a slouch hat
take a position, fight for his country.
When I was young, I used to play G.I. Joe
I was mad when he wouldn't let me wear them.
He told me, "One day you will have them when I am gone."
Merely Players
(For the Cincinnati Shakespeare Company)
I adore the humble stage,
provided so intimate and honest;
the mind is rarely enough engaged,
that when free from its cage,
the world, I hope, has promise.
Who wouldn't to dream of such things,
and lovingly craft their making?
Instead of sitting idly by,
allowing unborn dreams to die-
You perform. And the world lies, waiting.
Breaking Down
(For Misty Hydrick)
There ain't much money, left in this town
Barely enough for the rich to pass around.
The streets are in tatters, the trees are all dead
Won't be too long, 'til this comes to a head.
A cruiser rolls up, in the old neighborhood,
"Damn them kids, they up to no good!"
A drug deal goes down, a wife gets beat,
And the lil.. boys and girls hears it all from the street.
The street are all dyin', their faces are weary,
Black iron dust, streak..d all acid-rain teary.
The young children watch, as the little town decays,
Wonder'n if all this, gonna be there's some day.
Taste of Trees
Donc a hom dreg en Amor? No,
mas cujarion-s'o li fol.
The heart moves in shapes,
chasing endless parallels
with you
the discontented spirits
bound at the hands, watch
and envy.
Monday, February 23, 2009
English II Honors - Assignment #3 The Wonderful e.e.
One of the most inventive poets I have ever been exposed to is the great e.e. cummings. Read a biography on e.e. cummings at the link below, followed by a reading of the three poems that follow. Then write a 100-word response in which you comment about the characteristics of his style and your feelings about the poetry.
http://www.poets.org/poet.php/prmPID/156
i carry your heart with me
by E. E. Cummings
i carry your heart with me(i carry it in
my heart)i am never without it(anywhere
i go you go,my dear; and whatever is done
by only me is your doing,my darling)
i fear
no fate(for you are my fate,my sweet)i want
no world(for beautiful you are my world,my true)
and it's you are whatever a moon has always meant
and whatever a sun will always sing is you
here is the deepest secret nobody knows
(here is the root of the root and the bud of the bud
and the sky of the sky of a tree called life;which grows
higher than the soul can hope or mind can hide)
and this is the wonder that's keeping the stars apart
i carry your heart(i carry it in my heart)
anyone lived in a pretty how town
by E. E. Cummings
anyone lived in a pretty how town
(with up so floating many bells down)
spring summer autumn winter
he sang his didn't he danced his did
Women and men(both little and small)
cared for anyone not at all
they sowed their isn't they reaped their same
sun moon stars rain
children guessed(but only a few
and down they forgot as up they grew
autumn winter spring summer)
that noone loved him more by more
when by now and tree by leaf
she laughed his joy she cried his grief
bird by snow and stir by still
anyone's any was all to her
someones married their everyones
laughed their cryings and did their dance
(sleep wake hope and then)they
said their nevers they slept their dream
stars rain sun moon
(and only the snow can begin to explain
how children are apt to forget to remember
with up so floating many bells down)
one day anyone died i guess
(and noone stooped to kiss his face)
busy folk buried them side by side
little by little and was by was
all by all and deep by deep
and more by more they dream their sleep
noone and anyone earth by april
wish by spirit and if by yes.
Women and men(both dong and ding)
summer autumn winter spring
reaped their sowing and went their came
sun moon stars rain
if you like my poems let them
by E. E. Cummings
if you like my poems let them
walk in the evening,a little behind you
then people will say
"Along this road i saw a princess pass
on her way to meet her lover(it was
toward nightfall)with tall and ignorant servants."
Friday, February 20, 2009
English II Honors - Clarification
Hey guys!
My sincere apologies to those who were not able to understand the assignment yesterday. I was unaware that the more common name locally for frame poetry is shaped verse.
Also, while this seems like concrete poetry, which is another one of the modes that we will try in class, I differentiate between the two in this manner:
- Shaped verse uses the shape to convey meaning, but the content of the poem is not necessarily about the shape. For example, your poem might be in the shape of a skull and cross bones, but be about some Goonies-style, pirate-adventure dream. This means your poem is 'framed' by the image; hence my title for the style, frame poetry.
- Concrete poetry, by my definition, has a particular shape, and the content refers specifically to the nature of the image - for example, a poem in the shape of a heart might be about allowing someone access to your heart.
See here for a better explanation of the shaped/concrete method: http://www.babinlearn.com/pdf%20files/Poetry/Concrete%20Poetry.pdf
Once again, sorry for the confusion - I am going to accept these poems on Monday to allow for the misunderstanding.
Thanks,
B. Parsons
English II Honors
Thursday, February 19, 2009
English II Honors - Poetry Assignment #2
Hey guys!
Sorry I could not be there today, but I am still recovering from a cold and I also have to take the Graduate Readiness Exam (for graduate school entry) today.
Today you must do the following:
1. Research the following poem types and compose poems of your own in this style.
- Frame poetry
- Found Poetry or Magnetic Poetry
- Acrostic
2. Read this biography of Langston Hughes.
http://www.poets.org/poet.php/prmPID/83
3. Read his poems "Democracy" and "Freeedom's Plow" at the following links:
http://www.poemhunter.com/poem/democracy/
http://www.poemhunter.com/poem/freedom-s-plow/
Write a 200+ word response that compares the two and what you know of the author. You may post this as a comment on this entry or you may submit via paper. This will be due Friday.
Thanks guys, and have a great day!
B. Parsons
Monday, February 9, 2009
English II Honors - Poetry Notebooks
Objective:
The poetry notebook is designed to encourage student appreciation of the form of poetry. Students will find poetry examples by other authors that they can connect to and enjoy, and then examine the poetry more closely to gain a greater understanding of each work. They will then be able to analyze those poems and connections, both verbally and through analytical written assessments.
In addition, students will try many forms of poetry. From first draft to completion, students will reinforce the steps required to craft a piece of art from words.
Finally, students will organize their poetry and the poetry they connect with in a personal, illustrated anthology.
Procedure:
Poetic Techniques
Students will include the definitions for at least 15 of the poetic techniques covered in class in their notebooks.
Favorite Poems
Students will research 5 poems to which they connect (and hopefully enjoy) on the internet or in the library. After finding 5 poems, students will complete the following for EACH poem:
1. Read the poem looking for poetic techniques and ideas as discussed in the poetry technique lessons or in the poetry reading checklist.
2. Type the poem EXACTLY as it is found in the book.
3. Using MLA style citations (see examples below), document where each poem was found on the bottom of the page.
a. Poem from an anthology
City of Publication: Publishing Company, year of publication. page number.
Fleishman, Paul. “The Passenger Pigeon.” The Place My Words are Looking For. Paul B. Janeczko, ed. New York:
Simon & Shuster Books for Young Readers, 1990. 100.
b. Poem from an author’s own book
Creech, Sharon. “September 27.” Love That Dog. New York: Harper Collins Publishers, 2001. 3.
c. Poem found on the internet
Date visited the web site.
Williams, William Carlos. “The Red Wheelbarrow.” “American Poets.”
http://www.americanpoems.com/poets/williams/thered.shtml April 22, 2003.
4. Illustrate major images or themes found in each of the 5 poems in scrapbook or collage style using clip art, magazine clippings, tissue paper, photographs, stickers, paints, ink drawings, etc.
5. Write a two to three paragraph summary of your impression of the poem, including possible meanings, techniques you enjoyed, and overall impact of the piece. Be sure to include many of the significant items you examined during step 1.
Personal Poetry
From the 15 or more styles of poetry that we try, choose at least 8 of your favorite poems to revise, edit and publish in your book. Each poem must be in a different form.
1. Frame poetry
2. Found Poetry or Magnetic Poetry
3. Acrostic
4. Cinquain
5. Haiku
6. Senryu
7. Tanka
8. Blues
9. Free Verse
10. Concrete poetry
11. Rhyme poetry (sonnet, ballad or other lyric
verse)
12. List poetry
13. Narrative poetry
14. Poetry for two or more voices
15. Alliteration poetry or Tongue-twister
After bring your poetry to publish-ready quality, students will complete the following:
1. Type the poem EXACTLY how you want it to look on the page. Remember to give each poem a title, and to type your name on each poem.
2. Illustrate major images or themes found in each of the 5 poems in scrapbook or collage style using clip art, magazine clippings, tissue paper, photographs, stickers, paints, ink drawings, etc.
Personal Reflection
1. Create a colorful cover page that names the entire collection. Be sure to put “selected by” and your name on the cover page.
2. Create an introduction page that tells a reader what to expect from reading your book.
3. Table of contents page that lists all of the poetry found in the book.
4. Notes pages that includes the following:
a. Three to four paragraphs about each of your poems that tell the reader what your inspiration was for the poetry and the techniques you used.
b. A short biography that tells about you the author.
Bind your book in a beautiful way. Don’t simply put a staple in it and call it done! Take time to really work it out!
Assessment
Refer to provided rubric for scoring information.
Due Date
Your poetry notebooks will be due after exactly three full weeks of in-class time - currently holding at March 9th.
Sunday, February 8, 2009
Reading Poetry: A Checklist of Things to Consider
(WRITTEN BY THE GEORGE MASON UNIVERSITY WRITING PROJECT)
Read the poem once straight through—and read it aloud. Don’t linger over things that confuse you. Read slowly—more slowly than you would read most prose—but keep going. Try to get an overall idea of what the poem is saying, at least on the surface.
Read the poem again with pen or pencil in hand. Circle unfamiliar words, phrases, images that strike you, and/or interesting moments. Mark places where patterns appear and/or more than one reading is possible. Ask questions in the margins. Don’t be afraid to write all over the poem and the page. Draw pictures or diagrams, whatever is useful.
Bother the reference librarians. Look up anything you don’t understand: an unfamiliar word (or an ordinary word used unfamiliarly), a place, a myth, an idea—anything the poem uses. Assume there is a reason for everything, from the space between words to the period at the end of the line.
Paraphrase the poem. One line at a time, restate the poem in your own words. This can help you understand obscure passages. Also notice, though, how paraphrasing may reduce the forcefulness of some lines and remove interesting double meanings from the poem.
Ask yourself, “what makes me think ______ is _____?” When you come to a conclusion about a poem, write down the specific details that made you come to that conclusion. If the tone seems somber to you, write down the details, images, word choice, etc that makes you feel that way. If you think the poem means X, make notes of the things that make you think it means X.
Imagine the poem as something someone says, or could say, in a given situation; most poems are imitations of speech. That’s why, “Who’s the speaker?” is usually the first question asked about a poem. It’s also a reason why reading the poem aloud is important. Try to identify the poem’s situation. What is said is often conditioned by where it is said, and by whom.
Identifying the speaker and his/her place in the situation puts what s/he says into perspective. Find out what is implied by the traditions behind the poem. Verse forms and metrical patterns all have frames of reference, traditions in the way they are usually used, and for what reasons they are used.
Learn more about the poem’s author, and about other poems by the author. Consider how this poem relates to other work by the poet, and how it might be connected to (or diverge from) incidents in the poet’s life.
Articulate for yourself what the title, subject, and situation make you expect. Poets often use false leads and try to surprise you by doing “shocking” things, but defining expectations lets you be conscious of where you are when you begin.
Be willing to be surprised. Things often happen in poems that turn them around. A poem may suggest one thing at first, then persuade you to its opposite (or at least be a significant qualification or variation).
Take a poem on its own terms. Adjust to the poem; don’t make the poem adjust to you. Be prepared to hear things you do not want to hear. Not all poems are about your ideas, nor will they always present emotions you want to feel. Be tolerant and listen to the poem’s ideas. Argue. Discussion usually results in clarity and keeps you from depending on personal biases and preoccupations, which sometimes mislead even the best readers. Talking a poem over with someone else (especially someone different) can expand the limits of a too-narrow perspective.
Saturday, February 7, 2009
English II Honors - Poetry Analysis Assignment #1
During this unit, you will be called upon to read poems and to use your understanding of poetic techniques and the world to explore them in writing. I have posted two poems for you to read that sound very different, but have some similar themes. They are both beautifully-written and contain some very interesting details to consider.
Without the benefit of instruction in poetic techniques and analysis, I want you to attempt to analyze one or both of these poems. Consider writing into your response possible meanings, the meaning as it relates to you, or a comparison of the two. You may use the poetry checklist that I have posted in my blogspot posts to assist you in this endeavor, or you may choose to proceed on your own. Be sure to keep a mental track of the steps you take, as we will be discussing the path you took in a future lesson.
Your posts should be at least 250 words and should be posted using the comment function on this post. Posts will be worth 25 points.
Good luck!
Mr. Parsons
Away, Melancholy
By Stevie Smith
Away, melancholy,
Away with it, let it go.
Are not the trees green,
The earth as green?
Does not the wind blow,
Fire leap and the rivers flow?
Away melancholy.
The ant is busy
He carrieth his meat,
All things hurry
To be eaten or eat.
Away, melancholy.
Man, too, hurries,
Eats, couples, buries,
He is an animal also
With a hey ho melancholy,
Away with it, let it go.
Man of all creatures
Is superlative
(Away melancholy)
He of all creatures alone
Raiseth a stone
(Away melancholy)
Into the stone, the god
Pours what he knows of good
Calling, good, God.
Away melancholy, let it go.
Speak not to me of tears,
Tyranny, pox, wars,
Saying, Can God
Stone of man's thoughts, be good?
Say rather it is enough
That the stuffed
Stone of man's good, growing,
By man's called God.
Away, melancholy, let it go.
Man aspires
To good,
To love
Sighs;
Beaten, corrupted, dying
In his own blood lying
Yet heaves up an eye above
Cries, Love, love.
It is his virtue needs explaining,
Not his failing.
Away, melancholy,
Away with it, let it go.
The Traveller-Heart
By Vachel Lindsay
(To a Man who maintained that the Mausoleum is the Stateliest Possible Manner of Interment)
I would be one with the dark, dark earth:--
Follow the plough with a yokel tread.
I would be part of the Indian corn,
Walking the rows with the plumes o'erhead.
I would be one with the lavish earth,
Eating the bee-stung apples red:
Walking where lambs walk on the hills;
By oak-grove paths to the pools be led.
I would be one with the dark-bright night
When sparkling skies and the lightning wed--
Walking on with the vicious wind
By roads whence even the dogs have fled.
I would be one with the sacred earth
On to the end, till I sleep with the dead.
Terror shall put no spears through me.
Peace shall jewel my shroud instead.
I shall be one with all pit-black things
Finding their lowering threat unsaid:
Stars for my pillow there in the gloom,--
Oak-roots arching about my head!
Stars, like daisies, shall rise through the earth,
Acorns fall round my breast that bled.
Children shall weave there a flowery chain,
Squirrels on acorn-hearts be fed:--
Fruit of the traveller-heart of me,
Fruit of my harvest-songs long sped:
Sweet with the life of my sunburned days
When the sheaves were ripe, and the apples red.
English II Honors - Poetry Techniques
(Excerpt from Robert DiYanni, McGraw Hill Online Learning Center Glossary of Poetic Terms)
Allegory
A symbolic narrative in which the surface details imply a secondary meaning. Allegory often takes the form of a story in which the characters represent moral qualities. The most famous example in English is John Bunyan's Pilgrim's Progress, in which the name of the central character, Pilgrim, epitomizes the book's allegorical nature. Kay Boyle's story "Astronomer's Wife" and Christina Rossetti's poem "Up-Hill" both contain allegorical elements.
Alliteration
The repetition of consonant sounds, especially at the beginning of words. Example: "Fetched fresh, as I suppose, off some sweet wood." Hopkins, "In the Valley of the Elwy."
Anapest
Two unaccented syllables followed by an accented one, as in com-pre-HEND or in-ter-VENE. An anapestic meter rises to the accented beat as in Byron's lines from "The Destruction of Sennacherib": "And the sheen of their spears was like stars on the sea, / When the blue wave rolls nightly on deep Galilee."
Antagonist
A character or force against which another character struggles. Creon is Antigone's antagonist in Sophocles' play Antigone; Teiresias is the antagonist of Oedipus in Sophocles' Oedipus the King.
Assonance
The repetition of similar vowel sounds in a sentence or a line of poetry or prose, as in "I rose and told him of my woe." Whitman's "When I Heard the Learn'd Astronomer" contains assonantal "I's" in the following lines: "How soon unaccountable I became tired and sick, / Till rising and gliding out I wander'd off by myself."
Ballad
A narrative poem written in four-line stanzas, characterized by swift action and narrated in a direct style. The Anonymous medieval ballad, "Barbara Allan," exemplifies the genre.
Blank verse
A line of poetry or prose in unrhymed iambic pentameter. Shakespeare's sonnets, Milton's epic poem Paradise Lost, and Robert Frost's meditative poems such as "Birches" include many lines of blank verse. Here are the opening blank verse lines of "Birches": When I see birches bend to left and right / Across the lines of straighter darker trees, / I like to think some boy's been swinging them.
Caesura
A strong pause within a line of verse. The following stanza from Hardy's "The Man He Killed" contains caesuras in the middle two lines:
He thought he'd 'list, perhaps,
Off-hand-like--just as I--
Was out of work-had sold his traps--
No other reason why.
Closed form
A type of form or structure in poetry characterized by regularity and consistency in such elements as rhyme, line length, and metrical pattern. Frost's "Stopping By Woods on a Snowy Evening" provides one of many examples. A single stanza illustrates some of the features of closed form:
Whose woods these are I think I know.
His house is in the village though.
He will not see me stopping here
To watch his woods fill up with snow.
Connotation
The associations called up by a word that goes beyond its dictionary meaning. Poets, especially, tend to use words rich in connotation. Dylan Thomas's "Do Not Go Gentle into That Good Night" includes intensely connotative language, as in these lines: "Good men, the last wave by, crying how bright / Their frail deeds might have danced in a green bay, / Rage, rage against the dying of the light."
Couplet
A pair of rhymed lines that may or may not constitute a separate stanza in a poem. Shakespeare's sonnets end in rhymed couplets, as in "For thy sweet love remembered such wealth brings / That then I scorn to change my state with kings."
Dactyl
A stressed syllable followed by two unstressed ones, as in FLUT-ter-ing or BLUE-ber-ry. The following playful lines illustrate double dactyls, two dactyls per line:
Higgledy, piggledy,
Emily Dickinson
Gibbering, jabbering.
Denotation
The dictionary meaning of a word. Writers typically play off a word's denotative meaning against its connotations, or suggested and implied associational implications. In the following lines from Peter Meinke's "Advice to My Son" the references to flowers and fruit, bread and wine denote specific things, but also suggest something beyond the literal, dictionary meanings of the words:
To be specific, between the peony and rose
Plant squash and spinach, turnips and tomatoes;
Beauty is nectar and nectar, in a desert, saves--
...
and always serve bread with your wine.
But, son,
always serve wine.
Elegy
A lyric poem that laments the dead. Robert Hayden's "Those Winter Sundays" is elegiac in tone. A more explicitly identified elegy is W.H. Auden's "In Memory of William Butler Yeats" and his "Funeral Blues."
Elision
The omission of an unstressed vowel or syllable to preserve the meter of a line of poetry. Alexander uses elision in "Sound and Sense": "Flies o'er th' unbending corn...."
Enjambment
A run-on line of poetry in which logical and grammatical sense carries over from one line into the next. An enjambed line differs from an end-stopped line in which the grammatical and logical sense is completed within the line. In the opening lines of Robert Browning's "My Last Duchess," for example, the first line is end-stopped and the second enjambed:
That's my last Duchess painted on the wall,
Looking as if she were alive. I call
That piece a wonder, now....
Epic
A long narrative poem that records the adventures of a hero. Epics typically chronicle the origins of a civilization and embody its central values. Examples from western literature include Homer's Iliad and Odyssey, Virgil's Aeneid, and Milton's Paradise Lost.
Epigram
A brief witty poem, often satirical. Alexander Pope's "Epigram Engraved on the Collar of a Dog" exemplifies the genre:
I am his Highness' dog at Kew;
Pray tell me, sir, whose dog are you?
Foot
A metrical unit composed of stressed and unstressed syllables. For example, an iamb or iambic foot is represented by ˘', that is, an unaccented syllable followed by an accented one. Frost's line "Whose woods these are I think I know" contains four iambs, and is thus an iambic foot.
Figurative language
A form of language use in which writers and speakers convey something other than the literal meaning of their words. Examples include hyperbole or exaggeration, litotes or understatement, simile and metaphor, which employ comparison, and synecdoche and metonymy, in which a part of a thing stands for the whole.
Free verse
Poetry without a regular pattern of meter or rhyme. The verse is "free" in not being bound by earlier poetic conventions requiring poems to adhere to an explicit and identifiable meter and rhyme scheme in a form such as the sonnet or ballad. Modern and contemporary poets of the twentieth and twenty-first centuries often employ free verse. Williams's "This Is Just to Say" is one of many examples.
Iamb
An unstressed syllable followed by a stressed one, as in to-DAY. See Foot.
Image
A concrete representation of a sense impression, a feeling, or an idea. Imagery refers to the pattern of related details in a work. In some works one image predominates either by recurring throughout the work or by appearing at a critical point in the plot. Often writers use multiple images throughout a work to suggest states of feeling and to convey implications of thought and action. Some modern poets, such as Ezra Pound and William Carlos Williams, write poems that lack discursive explanation entirely and include only images. Among the most famous examples is Pound's poem "In a Station of the Metro":
The apparition of these faces in the crowd;
Petals on a wet, black bough.
Imagery
The pattern of related comparative aspects of language, particularly of images, in a literary work. Imagery of light and darkness pervade James Joyce's stories "Araby," "The Boarding House," and "The Dead." So, too, does religious imagery.
Lyric poem
A type of poem characterized by brevity, compression, and the expression of feeling. Most of the poems in this book are lyrics. The anonymous "Western Wind" epitomizes the genre:
Western wind, when will thou blow,
The small rain down can rain?
Christ, if my love were in my arms
And I in my bed again!
Metaphor
A comparison between essentially unlike things without an explicitly comparative word such as like or as. An example is "My love is a red, red rose,"
From Burns's "A Red, Red Rose." Langston Hughes's "Dream Deferred" is built entirely of metaphors. Metaphor is one of the most important of literary uses of language. Shakespeare employs a wide range of metaphor in his sonnets and his plays, often in such density and profusion that readers are kept busy analyzing and interpreting and unraveling them.
Meter
The measured pattern of rhythmic accents in poems. See Foot and Iamb.
Metonymy
A figure of speech in which a closely related term is substituted for an object or idea. An example: "We have always remained loyal to the crown." See Synecdoche.
Narrative poem
A poem that tells a story.
ctave
An eight-line unit, which may constitute a stanza; or a section of a poem, as in the octave of a sonnet.
Ode
A long, stately poem in stanzas of varied length, meter, and form. Usually a serious poem on an exalted subject, such as Horace's "Eheu fugaces," but sometimes a more lighthearted work, such as Neruda's "Ode to My Socks."
Onomatopoeia
The use of words to imitate the sounds they describe. Words such as buzz and crack are onomatopoetic. The following line from Pope's "Sound and Sense" onomatopoetically imitates in sound what it describes:
When Ajax strives some rock's vast weight to throw,
The line too labors, and the words move slow.
Most often, however, onomatopoeia refers to words and groups of words, such as Tennyson's description of the "murmur of innumerable bees," which attempts to capture the sound of a swarm of bees buzzing.
Open form
A type of structure or form in poetry characterized by freedom from regularity and consistency in such elements as rhyme, line length, metrical pattern, and overall poetic structure. E.E. Cummings's "[Buffalo Bill's]" is one example. See also Free verse.
Parody
A humorous, mocking imitation of a literary work, sometimes sarcastic, but often playful and even respectful in its playful imitation. Examples include Bob McKenty's parody of Frost's "Dust of Snow" and Kenneth Koch's parody of Williams's "This is Just to Say."
Personification
The endowment of inanimate objects or abstract concepts with animate or living qualities. An example: "The yellow leaves flaunted their color gaily in the breeze." Wordsworth's "I wandered lonely as a cloud" includes personification.
Quatrain
A four-line stanza in a poem, the first four lines and the second four lines in a Petrachan sonnet. A Shakespearean sonnet contains three quatrains followed by a couplet.
Rhyme
The matching of final vowel or consonant sounds in two or more words. The following stanza of "Richard Cory" employs alternate rhyme, with the third line rhyming with the first and the fourth with the second:
Whenever Richard Cory went down town,
We people on the pavement looked at him;
He was a gentleman from sole to crown
Clean favored and imperially slim.
Rhythm
The recurrence of accent or stress in lines of verse. In the following lines from "Same in Blues" by Langston Hughes, the accented words and syllables are underlined:
I said to my baby,
Baby take it slow....
Lulu said to Leonard
I want a diamond ring
Simile
A figure of speech involving a comparison between unlike things using like, as, or as though. An example: "My love is like a red, red rose."
Sonnet
A fourteen-line poem in iambic pentameter. The Shakespearean or English sonnet is arranged as three quatrains and a final couplet, rhyming abab cdcd efef gg. The Petrarchan or Italian sonnet divides into two parts: an eight-line octave and a six-line sestet, rhyming abba abba cde cde or abba abba cd cd cd.
Stanza
A division or unit of a poem that is repeated in the same form--either with similar or identical patterns or rhyme and meter, or with variations from one stanza to another. The stanzas of Gertrude Schnackenberg's "Signs" are regular; those of Rita Dove's "Canary" are irregular.
Style
The way an author chooses words, arranges them in sentences or in lines of dialogue or verse, and develops ideas and actions with description, imagery, and other literary techniques. See Connotation, Denotation, Diction, Figurative language, Image, Imagery, Irony, Metaphor, Narrator, Point of view, Syntax, and Tone.
Synecdoche
A figure of speech in which a part is substituted for the whole. An example: "Lend me a hand." See Metonymy.
Syntax
The grammatical order of words in a sentence or line of verse or dialogue. The organization of words and phrases and clauses in sentences of prose, verse, and dialogue. In the following example, normal syntax (subject, verb, object order) is inverted:
"Whose woods these are I think I know."
Tercet
A three-line stanza, as the stanzas in Frost's "Acquainted With the Night" and Shelley's "Ode to the West Wind." The three-line stanzas or sections that together constitute the sestet of a Petrarchan or Italian sonnet.
Theme
The idea of a literary work abstracted from its details of language, character, and action, and cast in the form of a generalization.
Tone
The implied attitude of a writer toward the subject and characters of a work, as, for example, Flannery O'Connor's ironic tone in her "Good Country People."
Understatement
A figure of speech in which a writer or speaker says less than what he or she means; the opposite of exaggeration. The last line of Frost's "Birches" illustrates this literary device: "One could do worse than be a swinger of birches."
Villanelle
A nineteen-line lyric poem that relies heavily on repetition. The first and third lines alternate throughout the poem, which is structured in six stanzas --five tercets and a concluding quatrain. Examples include Bishop's "One Art," Roethke's "The Waking," and Thomas's "Do Not Go Gentle into That Good Night."
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