Categories
Poetry

Students should compose a poem exploring the theme silence.

Students should compose a poem exploring the theme SILENCE. The poem can deal with different types of silence: emotional silence, physical silence, silence caused by oppression, silence in nature, or even breaking away from silence.
The grading criteria is the following:
Length (at least 15 lines, not including the obligatory title)-it can be written in stanzas or free verse 5 points
Language and imagery (strong words to convey a message) 5 points
Literary elements (personification, onomatopoeia, metaphor, repetition…) 5 points
Presentation (students are to make a video/slideshow with appropriate background music and dramatic reading-this presentation will be sent to the teachers OR students read their poems in class) 5 points
Total: 20 points

Categories
Poetry

In quarter 2, g12 students are getting familiar with urban lifestyle poetry and its elements.

In Quarter 2, G12 students are getting familiar with urban lifestyle poetry and its elements.
They should compose:
Option 1: a poem exploring violence/violent lifestyle
OR
Option 2: a rap song/verse about violence and gang life
Students will be graded by the following criteria:
Length (at least 15 lines)-it can be written in stanzas or free verse 5 points
Language and imagery (strong words to convey a message) 5 points
Literary elements (personification, onomatopoeia, metaphor, repetition…) 5 points
Presentation (students are to present the poem in class or submit a video recording of their rap song/verse) 5 points
Total: 20 points

Categories
Poetry

Option 1: a poem exploring violence/violent lifestyle

In Quarter 2, G12 students are getting familiar with urban lifestyle poetry and its elements.
They should compose:
Option 1: a poem exploring violence/violent lifestyle
OR
Option 2: a rap song/verse about violence and gang life
Students will be graded by the following criteria:
Length (at least 15 lines)-it can be written in stanzas or free verse 5 points
Language and imagery (strong words to convey a message) 5 points
Literary elements (personification, onomatopoeia, metaphor, repetition…) 5 points
Presentation (students are to present the poem in class or submit a video recording of their rap song/verse) 5 points
Total: 20 points

Categories
Poetry

Analyse both songs, what is the difference between the arabic and the english song and what is similar.

I chose two songs its in the PDF PLEASE USE THE SONGS I HAVE CHOSEN!!
Analyse both songs, what is the difference between the arabic and the English song and what is similar. talk about it in depth.

Categories
Poetry

The book is a textbook called the norton anthology of american literature, shorter 10th edition.

This week, we will begin our study of the Contemporary Period in American literature (approximately 1945-present). Use this assignment to write your weekly reflection journal. In this space, you will reflect on what you are currently reading for the class, including any challenges you may be facing, readings you really enjoy, areas for further exploration, etc. You will use this same space for each week’s journal. Use this assignment to write your weekly reflection journal. In this space, you will reflect on what you are currently reading for the class, including any challenges you may be facing, readings you really enjoy, areas for further exploration, etc. You will use this same space for each week’s journal. Use a minimum of one piece of evidence from the text and/or an outside source, properly cited. The Book is a Textbook called The Norton Anthology of American Literature, Shorter 10th edition. (Two volumes) .
Theodore Roethke, bio, pp. 1131-1132
Theodore Roethke, “My Papa’s Waltz,” “The Waking,” p. 1133
Eudora Welty, bio, pp. 1134-1135
Eudora Welty, “Petrified Man,” pp. 1135-1144
Ralph Ellison, bio, pp. 1160-1161
Ralph Ellison, from Invisible Man, pp. 1161-1171
Please answer the following Question in the Journal • 3 takeaways from the readings for the module (any part: the overviews, author bios, or the texts themselves) • 2 words you would use to describe the readings or characteristics of the literary period • 1 question you would like answered
Comments from Customer
Discipline: Major Americans Writers

Categories
Poetry

Theodore roethke, bio, pp. 1131-1132

This week, we will begin our study of the Contemporary Period in American literature (approximately 1945-present). Use this assignment to write your weekly reflection journal. In this space, you will reflect on what you are currently reading for the class, including any challenges you may be facing, readings you really enjoy, areas for further exploration, etc. You will use this same space for each week’s journal. Use this assignment to write your weekly reflection journal. In this space, you will reflect on what you are currently reading for the class, including any challenges you may be facing, readings you really enjoy, areas for further exploration, etc. You will use this same space for each week’s journal. Use a minimum of one piece of evidence from the text and/or an outside source, properly cited. The Book is a Textbook called The Norton Anthology of American Literature, Shorter 10th edition. (Two volumes) .
Theodore Roethke, bio, pp. 1131-1132
Theodore Roethke, “My Papa’s Waltz,” “The Waking,” p. 1133
Eudora Welty, bio, pp. 1134-1135
Eudora Welty, “Petrified Man,” pp. 1135-1144
Ralph Ellison, bio, pp. 1160-1161
Ralph Ellison, from Invisible Man, pp. 1161-1171
Please answer the following Question in the Journal • 3 takeaways from the readings for the module (any part: the overviews, author bios, or the texts themselves) • 2 words you would use to describe the readings or characteristics of the literary period • 1 question you would like answered
Comments from Customer
Discipline: Major Americans Writers

Categories
Poetry

Explain your answers through specific words and images in the poem.

Read “The Unknown Citizen” (https://poets.org/poem/unknown-citizen) by W. H. Auden and write a critical analysis of it. Focus on:
– The poetic treatment of a contemporary social issue in it
– The evolution of your own understanding and critical outlook on it
– The tone of the poet toward his subject
– The tone of the speaker of the poem toward the “unknown citizen”
Why Do This?
– To practice working with poetry which is a very important literary genre
– To gain an understanding of literary discourse and how it works
While we will pay attention to comprehending the poem as well as its use of literary devices such as rhyme, rhythm, etc., our goal will go beyond to focus on understanding and engaging with a contemporary social issue and hence use poetry as a strong popular culture resource and a source of knowledge on a specific social issue.
Questions & Clues to Analysis:
1. Why doesn’t the “unknown citizen” of the poem have a name? He is identified as only a number.
2. The poem is from a collection of poems by Auden called Another Time published in 1940 coinciding with Nazi Germany and the totalitarian rule associated with it. What significance does this have?
3. The “unknown citizen” is called a “saint” in the “modern sense of an old-fashioned word”. What does that mean?
4. There are reports about the “unknown citizen” by various institutions and communities that provide approval for his character – Bureau of Statistics, The Greater Community, Fudge Motors Inc., Social Psychology, Producers Research, High-Grade Living, Public Opinion. Using the information in the poem, discuss the meaning of this. Do we still experience something similar in our own times? Do you know of any institutions or communities possibly serving the same purpose in our own society?
5. Based on the cultural language and atmosphere of those days, the poem uses a word like “Man” to represent the whole of humanity – male and female. This is both outdated and unacceptable today. However, what the poem focuses on and critiques seems to go beyond culturally limited or dead words. Discuss whether the poem still applies in our own times, and if so, how?
6. The speaker of the poem talks about marriage, having children, freedom, and happiness with specific reference to the “unknown citizen”. What does all this say about modern life according to the poem? Do you think our own society is so structured as to produce “unknown citizens”?
7. Discuss irony in relation to specific examples in the poem.
The Task:
– Choose THREE of the above questions and write one regular-sized (150-200 words) paragraph on each of them. So, you will write three paragraphs altogether. Clearly indicate which questions you have selected to answer. In your paragraphs, make sure to:
o Avoid generalizations and abstract or vague statements. Explain your answers through specific words and images in the poem.
o Focus on a logical progression or movement in your argument in the sense of having a clear introduction, body, and conclusion.
o Historicize your response in the sense of travelling back and forth between the time of the poem and our times today in order to obtain a more concrete view or understanding of the ideas treated in the poem. There are many analyses and discussions of this famous poem available for you look up. What matters, however, is what you get from the poem and take away with you.
o Focus on good grammar and sentence structure, and pay attention to mechanics-related issues: spelling, punctuation, capitalization, etc.
The Format:
– Double-space paragraphs
– Use 12 pt New Times Roman font
– Submit a Word file

Categories
Poetry

Explain your answers through specific words and images in the poem.

Read “The Unknown Citizen” (https://poets.org/poem/unknown-citizen) by W. H. Auden and write a critical analysis of it. Focus on:
– The poetic treatment of a contemporary social issue in it
– The evolution of your own understanding and critical outlook on it
– The tone of the poet toward his subject
– The tone of the speaker of the poem toward the “unknown citizen”
Why Do This?
– To practice working with poetry which is a very important literary genre
– To gain an understanding of literary discourse and how it works
While we will pay attention to comprehending the poem as well as its use of literary devices such as rhyme, rhythm, etc., our goal will go beyond to focus on understanding and engaging with a contemporary social issue and hence use poetry as a strong popular culture resource and a source of knowledge on a specific social issue.
Questions & Clues to Analysis:
1. Why doesn’t the “unknown citizen” of the poem have a name? He is identified as only a number.
2. The poem is from a collection of poems by Auden called Another Time published in 1940 coinciding with Nazi Germany and the totalitarian rule associated with it. What significance does this have?
3. The “unknown citizen” is called a “saint” in the “modern sense of an old-fashioned word”. What does that mean?
4. There are reports about the “unknown citizen” by various institutions and communities that provide approval for his character – Bureau of Statistics, The Greater Community, Fudge Motors Inc., Social Psychology, Producers Research, High-Grade Living, Public Opinion. Using the information in the poem, discuss the meaning of this. Do we still experience something similar in our own times? Do you know of any institutions or communities possibly serving the same purpose in our own society?
5. Based on the cultural language and atmosphere of those days, the poem uses a word like “Man” to represent the whole of humanity – male and female. This is both outdated and unacceptable today. However, what the poem focuses on and critiques seems to go beyond culturally limited or dead words. Discuss whether the poem still applies in our own times, and if so, how?
6. The speaker of the poem talks about marriage, having children, freedom, and happiness with specific reference to the “unknown citizen”. What does all this say about modern life according to the poem? Do you think our own society is so structured as to produce “unknown citizens”?
7. Discuss irony in relation to specific examples in the poem.
The Task:
– Choose THREE of the above questions and write one regular-sized (150-200 words) paragraph on each of them. So, you will write three paragraphs altogether. Clearly indicate which questions you have selected to answer. In your paragraphs, make sure to:
o Avoid generalizations and abstract or vague statements. Explain your answers through specific words and images in the poem.
o Focus on a logical progression or movement in your argument in the sense of having a clear introduction, body, and conclusion.
o Historicize your response in the sense of travelling back and forth between the time of the poem and our times today in order to obtain a more concrete view or understanding of the ideas treated in the poem. There are many analyses and discussions of this famous poem available for you look up. What matters, however, is what you get from the poem and take away with you.
o Focus on good grammar and sentence structure, and pay attention to mechanics-related issues: spelling, punctuation, capitalization, etc.
The Format:
– Double-space paragraphs
– Use 12 pt New Times Roman font
– Submit a Word file

Categories
Poetry

This week our discussion post focuses on using the elements of poetic form, rhythm, and rhyme to analyze literature and interpret sonnets.

This week our discussion post focuses on using the elements of Poetic form, Rhythm, and Rhyme to analyze literature and interpret sonnets. See attached discussion description.

Categories
Poetry

Does it add anything to the experience of the poem itself?

Roethke’s Reading
Reading a poem on the page is often a different experience from hearing it aloud. Additionally, another layer is added when we hear the poet himself read the poem aloud. You have already posted your first impressions/interpretations of the poem in the discussion above, so briefly summarize your thoughts on the overall meaning of the poem here.
Next, answer the following questions.
What were your impressions of Roethke’s poem after hearing him read it aloud? Describe his tone of voice and the emotion that seems to be wrapped up in it.
How does hearing the poem influence or change your understanding of the poem, or does hearing him read it aloud simply reinforce your initial impressions? Does it add anything to the experience of the poem itself? Explain and offer examples from the recording to support your responses to the questions.
For hearing-impaired students, you may take part in this bonus discussion through an analysis of context. Read the author’s biography that is in the “Additional Resources” section of the course Content. Look for information on the author that brings a deeper understanding of the poem to your reading, and answer the following questions.
Briefly summarize your initial impressions/interpretations of the poem before you knew anything about the author himself. Then, what were your impressions of Roethke’s poem after reading the information about his personal background? Offer some biographical details about Roethke’s life, his father, and the time period in which they lived that might give you a better understanding of the poem. How does this contextual information influence or change your understanding of the poem, or does having this information simply reinforce your initial impressions? Does it add anything to the experience of the poem? Explain and offer examples from the biography to support your responses to the questions.
In the following video, you will hear an audio capture of Theodore Roethke reading “My Papa’s Waltz.” As you listen to this audio, listen to the pace of his reading, as well as the tone of his voice. Think about how it might imbue the words with certain emotions as he reads. What does he seem to feel? How does it make you feel as he reads?
Audio:

Theodore Roethke, “My Papa’s Waltz”
Source: Poetry Foundation
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother’s countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.
Your post will be graded on the quality of your answer, so think carefully about how you answer, and support your answers with evidence from the poem and the reading.