Poetry Analysis Step by Step

Why Read Poems?

Some people say they don’t like poetry, it’s boring or they don’t understand it.  I think poetry is more like a song, the more you hear it the more you like it.  The words are very similar to poetry; in fact we can break down the verses of songs and see the meaning as poetry.

Poetry doesn’t have to be boring; it can also be funny like limericks.

Start with a Step by Step Analysis

Have a look at this Poetry Analysis Step by Step Flow Chart in PowerPoint to show you the way to read and understand a poem.  Follow it below as well with a full explanation of the Poetry Analysis Step by Step.

Poetry Analysis flow chart

1. Read a poem 2 or 3 times

Each time you read a poem you notice different things

When you read the poem a second time you pick up on ideas and themes that you may have missed the first time you read it.  Also the poet can have ideas hidden just below the surface of the words and as you read it again, the new ideas can jump out.

2. Paraphrase the poem by stanza next to the original text

Writing it in your own words is a good idea to make sense of the poem, so you know what it means in simple terms

Stanza means the verses of the poem just like a song

How the poet organises the stanzas in a poem is often an important aspect of the poem’s structure.  Nothing in a poem is by accident.  Poets choose their words carefully as well as giving careful thought to the form and layout of the poem.  You should ask yourself why the poet has done this or that because there will be a reason and there is an effect for everything in a poem.

3. Answer the 5 W’s

Who? Who is the poet referring to?

What? What is the poem about?

Why? Why is the poet writing about it?

When? When is the poem set, the time period?

Where? Where is the poem, the place the poet is taking about, the setting?

4. Identify the theme, message or topic

What is the poet trying to say? What is the poet’s message in the poem?

What is the point? Is the poet trying to make a specific point in the poem?

5. Identify and Highlight Examples of Literary Techniques

Simile

Definition: Simile is when you compare two nouns (persons, places or things) that are unlike, with “like” or “as.” “The water is like the sun.”  “The water is like the sun” is an example of simile because water and the sun have little in common, and yet they’re being compared to one another. The “is” is also part of what makes this stanza an example of simile. “The rain falls like the sun,rising upon the mountains.”

Metaphor

When something is described in terms of something else, ‘her eyes are the stars in the sky’ is a metaphor as one thing her eyes is being described in terms of another thing the stars. Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way. Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining. Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.

Imagery

Poets use words to create images in your mind.

Alliteration

This is the repetition of a consonant sound in the words.  For example slippery slithering snake is alliteration.

Personification

This is where human qualities or emotions are given to non human things.  The wind howled in agony all day.  He gazed at the angry sea.

Tone

The overall mood of the poem, the emotions can be sad, optimistic, solemn.

Point of View

From what point of view is the poet writing.

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Poetry of Robert Frost

Robert Frost

Robert Frost

Frosts poetry is a Metaphor for the ways in which we make sense of our lives

The ways in which people develop their imaginative landscapes, their attitudes and values and how they respond to the world around them are influenced by their sense of place.  In analysing texts the landscape may be seen in literal or metaphorical terms.  Places where we have lived and people we have lived with contribute to our outlook on life and how we respond to particular situations.  For some people these memories stay with them throughout life.  The imaginative landscape derives from the diversity of these experiences over the years.  The physical landscape of a person’s life forms a literal and metaphorical yardstick with which to measure the passage of time and the acquisition of personal characteristics.  The physical becomes intertwined with their imaginative landscape.

Robert Frost’s Imaginative Landscape

Encompasses both the beauty and dark side of the land and of human nature.  While his love of the natural world is evident, inspiring him as a poet and a person, he does not romanticize it, rather he imbues it with strong moral tones, reflecting in his love of rural America.

As well as describing the physical world, Frost is also preoccupied with how the human figures are placed in the landscape and in time.  His characters are aware of where they have come from and their history.  They move in time from the past but also encompass the future.  Frost’s imaginative landscape helps us to construct versions of ourselves by exploring where and who we have come from and who we might become.

‘The Road Not Taken’ Poem by Robert Frost

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The speaker stands in the woods, considering a fork in the road.  Both ways are equally worn and equally overlaid with un-trodden leaves.  The speaker chooses one, telling himself that he will take the other another day.  Yet he knows it is unlikely that he will have the opportunity to do so.  He admits that someday in the future he will recreate the scene with a slight twist, he will claim that he took the less-travelled road.

One of the attractions of this poem is its archetypal dilemma, one that we instantly recognise because each of us encounters it numberable times, both literally and figuratively.  Paths in the woods and forks in the roads are ancient and deep-seated metaphors for life, its crises and decisions.  Identical forks, in particular, symbolise for us the nexus of free will and fate.  We are free to choose, but we do not really know beforehand what we are choosing between.  Our route is, thus, determined by an accretion of choice and chance, and it is impossible to separate the two.

The Fourth Stanza Holds the Key to the Poem with 2 Tricky Words

“I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I –

I took the one less traveled by,

And that has made all the difference”.

Those who interpret this poem as suggesting non-conformity take the word “difference” to be a positive difference.  There is nothing in the poem that suggests that this difference signals a positive outcome.  The speaker could not offer such information, because he has not lived the “difference” yet.

The other word that leads non-discerning readers astray is the word “sigh”.  By taking “difference” to mean a positive difference, they think that the sigh is one of nostalgic relief.  However, a sigh can also mean regret.  There is the “oh, dear” kind of sigh, but also the “what a relief” kind of sigh.  Which one is it?  We do not know.

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If the the sigh is one of relief, then the difference means the speaker is glad he took the road he did.  If the sigh is one of regret, then the difference would not be good, and the speaker would be sighing in regret.  The speaker of the poem does not even know the nature of that sigh because that sigh and his evaluation of the difference his choice will make are still in the future.  It is a truism that any choice we make is going to make “all the difference” in how our future turns out.

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Basic Debating Rules

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Basic Debating Rules: Starting with an Explanation of What is a Debate?

A debate is basically an argument with strict rules of conduct.  It is not a shouting match between two sides with different points of view.

Topic Sides

There are 2 sides in a debate:

  1. The Affirmative agrees with the topic
  2. The Negative disagrees with the topic

The Team Line

Three speakers work together as a team.  The Team Line is the basic statement of “why the topic is true” (for the affirmative team) and “why the topic is false” (for the negative team).  It should be a short sentence, presented by the first speaker of each team and used by the other two speakers to enforce the idea of teamwork.

The Debate Announcer and Time Keeper

  1. The Debate Announcer introduces the topic and the students on each team
  2. The Debate Announcer mentions that each speaker will be timed, the minimum speech is 3 minutes and the Time Keeper will tap on the desk when the 3 minutes has elapsed so the Speaker knows
  3. Each team will have the same allowance for time

Speakers

Each side has 3 speakers who speak in order:

First Speaker of the Affirmative Side Must

  • define the topic
  • present the Affirmative team’s line
  • outline briefly what each speaker in their team will talk about
  • present the first half of the Affirmative case

First Speaker of the Negative Side Must

  • accept or reject the definition.  If you don’t do this it is assumed that you accept the definition.
  • present the Negative team’s line
  • outline briefly what each of the Negative speakers will say
  • rebut a few of the main points of the First Affirmative Speaker
  • the First Negative Speaker should spend about one quarter of their time rebutting
  • Present the first half of the Negative team’s case

Second Affirmative Speaker Must

  • reaffirm the Affirmative team’s line
  • rebut the main points presented by the First Negative Speaker
  • the Second Affirmative Speaker should spend about one third of their time rebutting
  • present the second half of the Affirmative team’s case

Second Negative Speaker Must

  • reaffirm the Negative team’s line
  • rebut some of the main points of the Affirmative’s case
  • the Second Negative Speaker should spend about one third of their time rebutting
  • present the second half of the Negative team’s case

Third Affirmative Speaker Must

  • reaffirm the Affirmative team’s line
  • rebut all the remaining points of the Negative team’s case
  • the Third Affirmative Speaker should spend about two thirds to three quarters of their time rebutting
  • present a summary of the Affirmative team’s case
  • round off the debate for the Affirmative team

Third Negative Speaker Must

  • reaffirm the Negative team’s line
  • rebut all the remaining points of the Affirmative team’s case
  • the Third Negative Speaker should spend about two thirds to three quarters of their time rebutting
  • present a summary of the Negative team’s case
  • round off the debate for the Negative team
  • neither Third Speaker may introduce any new parts of their team’s cases

Importance of Rebuttal

In debating, each team will present points in favour of their case.  They will also spend some time criticising the arguments presented by the other teamThis is called Rebuttal.

There are a few things to remember about Rebuttal:

  1. Logic – to say that the other side is wrong is not enough.  You have to show why the other side is wrong.  This is best done by taking a main point of the other side’s argument and showing that is does not make sense.  A lof of the thinking for this needs to be done quickly and this is one of the most challenging aspects of debating.
  2. Pick the important points  – try to rebut the most important points of the other side’s case.  You will find that after a while these are easer to spot.  One obvious spot to find them is when the first speaker of the other team outlines briefly what the rest of the team will say.
  3. Play the ball – do not criticise the individual speakers, criticise what they say.

The Manner of how you present your debate is important

The manner is how you present what you say and the best manner style is definitely not to shout and thump the table but to keep calm and present your points with a clear speaking voice.  Here are a few tips that might come in handy with your debating style:

  1. Use Cue Cards – debating is a lively interaction between two teams not just reading a speech off notes.  Use cue cards like a prompt in a play as a reference if you lose your spot or train of thought.
  2. Use Eye Contact – if you look at the audience you will hold their attention.  If you spend the whole time reading from your cue cards or looking at a spot away from the audience, they will lose concentration very quickly.  Keep the audience in your sight and their minds will follow your logic.
  3. Your Voice – you must project your voice so that you can be heard but definitely do not shout.  Use the volume, pitch and speech of your voice to emphasise important points of your speech.  Sometimes a loud burst will grab the audience’s attention while a period of quiet speaking will draw the audience in and make them listen more carefully to what you are saying.
  4. Your Body – Make your body work for you by using hand gestures with confidence.  Move your head and upper body to maintain eye contact with all members of the audience.  Stand straight up, definitely do not slouch over the desk or let the audience know you might be nervous.
  5. Nervous Habits – avoid them like the plague.  Playing with the cue cards, pulling strands of your hair, fiddling with your watch or bouncing up and down on your feet will all distract from what you are saying.  Don’t let any one thing detract from your ability to persuade the audience.
  6. Using Big Words – try to avoid going overboard with big words and confusing people.  If you don’t understand the big words yourself then the chances no one else will understand what you are saying either.  It would be a huge mistake to debate and get stuck on a word that you are not sure what it means but also one that you can’t pronounce.

The Marking Scheme in a Debate

Every adjudicator marks to a standard.  You will get a mark out of 40 for matter, manner and method with a total mark out of a 100.

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Brief Synopsis of ‘A Christmas Carol’ by Charles Dickens

What is A Christmas Carol by Charles Dickens about?

Set in the 1840s on Christmas Eve, A Christmas Carol by Charles Dickens chronicles the personal transformation of the protagonist, Ebenezer Scrooge, the proprietor of a London counting house.  A wealthy, elderly man, Scrooge is considered miserly and misanthropic: he has no wife or children; he throws out two men collecting for charity; he bullies and underpays his loyal clerk, Bob Cratchit; and he dismisses the Christmas dinner invitation of his kind nephew, Fred.  Moreover, Scrooge is a strong supporter of the Poor Law of 1834, which allowed the poor to be interned in workhouses.

As he prepares for bed on Christmas Eve in his solitary, dark chambers, Scrooge is visited by the ghost of his former partner, Jacob Marley.  In life Marley was very similar in attitude and temperament to Scrooge: remote, cruel, and parsimonious.  In death he has learned the value of compassion and warns Scrooge to reform his ways before it is too late.  Marley announces that Scrooge will be visited by three more specters: the Spirits of Christmas Past, Present, and Yet to Come.

The Ghost of Christmas Past takes Scrooge back to his unhappy childhood, revealing that the young boy’s experiences with poverty and abandonment inspired a desire to succeed and gain material advantage.  Unfortunately, Scrooge’s burgeoning ambition and greed destroyed his relationship with his fiancée and his friends.

The Ghost of Christmas Present is represented by a hearty, genial man who reminds Scrooge of the joy of human companionship, which he has rejected in favor of his misanthropic existence.

Finally, the Ghost of Christmas Yet to Come appears in a dark robe and shrouded in mystery.  Silently, the ghost reveals the ambivalent reaction to news of Scrooge’s own death. Scrooge realizes that he will die alone and without love, and that he has the power and money to help those around him – especially Bob Cratchit’s ailing son, Tiny Tim.  Scrooge begs the ghost for another chance and wakes in his bed on Christmas morning, resolved to changing his life by being generous and loving to his family, employees, and the poor.

Classifying A Christmas Carol

For some readers A Christmas Carol resonates as a gothic ghost story, at times chilling and terrifying and at other times, extremely funny.  Other readers see the story as a time travel narrative.  Dickens in effect blended realism and the supernatural to create a world in which the gothic and the mundane sit side by side.  Dickens himself said he was here taking old nursery tales and “giving them a higher form” (Stone, Harry 1999, ‘A Christmas Carol: Giving Nursery Tales a Higher Form’).  With its dark, chilly setting and its supernatural visitors, A Christmas Carol draws on elements of the gothic novel when Scrooge’s door-knocker turns into Jacob Marley’s face.  The narrator provides a number of descriptions in which gothic elements are interwoven with freezing, icy imagery to emphasise the atmosphere of mystery and to remind us of the protagonist’s icy heart.

A Christmas Carol as a Cultural Myth

According to Juliet John, A Christmas Carol has become a “cultural myth” providing “a parable for the modern, commercial age” (John, Juliet 2011, ‘Dickens and Mass Culture’).  As a morality tale, in which evil is exposed, virtuous characters like the Cratchits are rewarded, and everyone celebrates at the conclusion.  However, there are issues raised in A Christmas Carol that remain unresolved at the conclusion of the novel. The sinister children of Want and Ignorance, do not go away just because Scrooge has been reformed, but the narrator tells us nothing of their future.  Their role is more allegorical than that of other characters. Dickens uses them as an important warning to his readers and to Scrooge as the frighteningly ugly face of 19th century poverty.  Unless social reform takes place urgently, Want and Ignorance will grow into hungry, resentful predators.  The fact that Dickens even raised the issue of the miserable lives of street children at all marks an important attempt by him to make his readers ponder their own social responsibilities.

Historical Context of A Christmas Carol 

While A Christmas Carol is primarily received as a ghost story, it is also a damning expose of social inequality in 1840’s Britain.  Dickens was deeply agitated by what he perceived as the inertia of the British government and wealthy middle classes to help those less fortunate than themselves.  A Christmas Carol was written at the beginning of the ‘Hungry Forties’ a period that encompassed the catastrophic Irish potato famine, as well as intense suffering for the English working classes.  Dickens uses A Christmas Carol to not only attack the Utilitarian philosophy of Jeremy Bentham, who justified the centralisation of Poor Relief in workhouses, but also to lambast the work of Thomas Malthus in his Essay on the Principle of Population.  Whilst in abstract these principles might seem logical, when applied to suffering individuals, their underlying brutality becomes obvious.

Ebenezer Scrooge

For most readers Scrooge represents the worst charactertistics of his society.  Fixated with material goods at the expense of all human connection, particularly with his clerk Bob Cratchit, Scrooge is an allegorical embodiment of the forces of capitalism underpinning Britian’s economy in the 1840’s.  For Dickens, he represented everything that was wrong with society in an increasingly industrialised world where human relations took second place to profits.

Dualism in Dicken’s Writing

The world of the early Dickens is organized according to a dualism which is based in its artistic derivation on the values of melodrama: there are bad people and there are good people, there are comics and there are characters played straight. The only complexity of which Dickens is capable is to make one of his noxious characters become wholesome, one of his clowns turn out to be a serious person. The most conspicuous example of this process is the reform of Scrooge in A Christmas Carol shows the phenomenon in its purest form.

We have come to take Scrooge so much for granted that he seems practically a piece of Christmas folklore; we no more inquire seriously into the mechanics of his transformation than we do into the transformation of the Beast into the young prince that marries Beauty in the fairy tale. Yet Scrooge represents a principle fundamental to the dynamics of Dickens’ world and derived from his own emotional constitution – though the story, of course, owes its power to the fact that most of us feel ourselves capable of the extremes of both malignity and benevolence.

Redemption in A Christmas Carol 

Can A Christmas Carol be seen as a tale about redemption in a man who has ostracized himself from his society?  While the narrative is focused on Ebenezer Scrooge’s learning experiences and his reintegration into the community, his story also forms part of a broader allegory through which Dickens invites his readers to consider Christmas as a time of renewal and hope and to think about how they themselves might redeem and be redeemed.

The ‘Scrooge Problem’ – the Questioning of Scrooge’s Transformation

Elliot L. Gilbert’s essay: ‘The Ceremony of Innocence: Charles Dickens’ A Christmas Carol’ addresses ‘the Scrooge problem’, that is, the critical tradition of questioning the sincerity of Scrooge’s sudden transformation from being mean-spirited to kind-hearted.  Gilbert admits that his support for Scrooge’s change of heart is not free from doubt, as similarly to House and Johnston, he feels that the ease of Scrooge’s alteration is questionable. Furthermore, to accept the overnight metamorphosis of a man who has spent a lifetime bullying clerks, revelling in misanthropy and grinding the faces of the poor, is ‘to deny all that life teaches in favour of sentimental wishful thinking.’

Gilbert’s essay provides a new hypotheses to explain the reader’s misgivings regarding the plausibility of Scrooge’s radical conversion; he is merely returning to his childhood innocence. He explains why he views A Christmas Carol to be metaphysical; it is because it portrays the journey of a human being trying to rediscover his own childhood innocence. Such innocence Gilbert claims is evident in Scrooge’s encounter with the ghost of Christmas past, when Dickens has Scrooge’s fiancé break off their engagement, because the man she sees before her is not the man she first knew. Here, he reveals that Scrooge was not always bitter and mercenary, and therefore not so different from the man we are shown at the end of the novel. Thus, Scrooge’s new self is believable as it is in part his old self.

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