how do you write a poem analysis paper?
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Hello, Kaleb,\n\nI was and am an English teacher. \n\nYou can start with the poem's theme. If it is about love or nature or whatever, what does it say? How does it make you feel? Does the author choose words that are happy or depressing (mood)?\n\nYou can talk about word choices, length and, if you know something of the author, you can take that approach. \n\nHere's an example:\n\nMy Beard (Shel Silverstein)\n\nMy beard grows to my toes\nI never wears no clothes\nI wraps my beard around my bare\nand down the road I goes.\n\nWhat is Silverstein doing here? He gives you an image (a naked man with a long beard) and creates humor. His words are simple as if the man is not educated. The poem is short, cute and simple--ideal for kids or those of us who love to laugh! Silverstein wrote songs, poems and all kinds of things and was a very private man. Maybe the "beard" of the speaker is Silverstein seeking privacy.\n\nThis is a short example. I wish you luck.\n\nFor further assistance, you can try owlenglish@purdue.edu. Not sure if the url is right, but I hope you get your paper done.\n\nGambatte (good luck)from Japan!
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I still rely on one single thing to help me write the best possible essay I can . . . an outline. See, the problem with most essays is that the content is disorganized. You may have great ideas and facts that you want to write about, but somewhere during the writing process you start mixing them up. Suddenly your perfect paper sounds all wrong and you want to scream! I've found that the best papers I've ever written (meaning my A papers) have all started with a good, solid outline. Once you have an outline down, your paper writes itself. Your thoughts are organized and the teacher can understand your main point (which is your thesis) and how you supported that point. A focused paper is the key to writing a good essay. Here's the format for the outline I usually follow:\n\nI. Topic / Title\n\nII. Introduction of Essay\nA. Write a few sentences that lead into the main point of your essay\nB. End the paragraph with your thesis statement (3 main points you are going to support)\n     1. First point in thesis\n     2. Second point in thesis\n     3. Third point in thesis\n\nIII. Body of Essay\nA. Topic One - First Point in Thesis\n     1. Support your point with either quotations or solid evidence\n     2. Have at least five sentences\nB. Topic Two - Second Point in Thesis\n     1. Support your point with either quotations or solid evidence\n     2. Have at least five sentences\nC. Topic Three - Third Point in Thesis\n     1. Support your point with either quotations or solid evidence\n     2. Have at least five sentences\n\nIV. Conclusion\nA. Write a few sentences summarizing your essay\nB. Restate your thesis and how you proved your point\n\nOnce you fill in the blanks to this outline with your topic and information, the rest is easy! Make sure to check your spelling and punctuation, and then you're good to go!
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First think about something that makes you happy, or sad, then put it into as sentence. After that, think of a rhymining word for the last word or two words.\nBefore you know it you'll be writing a poem!
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An analytical paper contains an analysis of a particular situation. It deals with analytical content (= thesis, argument and use of evidence). Therefore, it is not a summary of findings. "Pros" and "cons" are arguments for or against. \n\nArguments, for their part, depend upon evidence (= explanation).\nSo, in order to write an analytical research paper, you have to choose a subject; collect data (to be analyzed); state your thesis (a proposition you want to prove) and provide evidence.
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-Prepare an outline or diagram of your ideas.\n\n-Write your thesis statement.\n\n-Write the body.\n\n-Write the main points. \n-Write the sub points. \n-Elaborate on the sub points. \n\n-Write the introduction.\n\n-Write the conclusion.\n\n-Add the finishing touches. (essay complete)
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What your teacher wants you to do is, rather than just put the wuote in your paper, explore why and how this quote serves to further your argument.  For example, if I was writing a paper about teh play MacBeth and wanted to talk about Lady MacBeth's madness, it wouldn't be enough for me to put in  the paper "Lady MacBeth repeats 'out damned spot!' which shows her increasing madness."  I would have to go on from there and say something like, "The repetition of 'out damned spot,' reveals how Lady MacBeth is fixated by the blood stains she sees on her hands but are no longer there.  Her internalization of the murder is so torturous for her that she feels like she can never wash away the stains.  This is how this scene proves Lady MaBeth's madness; since she cannot see that her hands are clean, she is unable to put the murder behind her and therefore cannot remove her terrible misdeads from her psyche."\n\nWhen you are putting quotations in a paper, just be sure to guide your reader through what the quotation means to your argument.  Never assume that your reader will just "get" your meaning; be sure you explain everything.
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For most poems, any format works. Lets hear it for poetic liscense!\nFor easy readability, put quotes around words being said. You can also put one speaker in one font and the other in another, or by making one speaker right aligned and one left aligned if you have a word processor.
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SURE-they're your poems.\ndon't restrict yourself with certain guidelines..\nGOOD LUCK WITH THE BOOK!!i write too!
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It would be very difficult to assist in writing a conclusion without knowing what the subject was and what you have already concluded in your research. As you probably already know.. conclusions are often the most difficult part of a paper.. Most writers feel tht there is nothing left to write.HOWEVER, you as the writer needs to keep in mind that the conclusion is often what a reader remembers best. Your conclusion should be the best part of your paper.\n\nIN your conclusion, you have to answer the question.. "so what" Show your readers why this paper was important. Show them that your paper was meaningful and useful. Thus, you have to syncticize your conclusion Don't simply repeat things that were in your paper. They have read it. Show them how the points you made and the support and examples you used were not random, but fit together. In doing this, you should tryk to redirect your reader's attention Give your reader something to think about, perhaps a way to use your paper in the "real" world. If your introduction went from general to specific, make your conclusion go from specific to general. Think globally. Is is OK to echo your introduction. Echoing your introduction can be a good strategy if it is meant to bring the reader full-circle. If you begin by describing a scenario, you can end with the same scenario as proof that your essay was helpful in creating a new understanding. Here is an example of a paper written about a trip t Disneyland:\n\nIntroduction \n\nFrom the parking lot, I could see the towers of the castle of the Magic Kingdom standing stately against the blue sky. To the right, the tall peak of The Matterhorn rose even higher. From the left, I could hear the jungle sounds of Adventureland. As I entered the gate, Main Street stretched before me with its quaint shops evoking an old-fashioned small town so charming it could never have existed. I was entranced. Disneyland may have been built for children, but it brings out the child in adults.\n\nConclusion\n\nI thought I would spend a few hours at Disneyland, but here I was at 1:00 A.M., closing time, leaving the front gates with the now dark towers of the Magic Kingdom behind me. I could see tired children, toddling along and struggling to keep their eyes open as best they could. Others slept in their parents' arms as we waited for the parking lot tram that would take us to our cars. My forty-year-old feet ached, and I felt a bit sad to think that in a couple of days I would be leaving California, my vacation over, to go back to my desk. But then I smiled to think that for at least a day I felt ten years old again.
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Here is help from http://www.vsg.edu.au/samples/poetry/npsample.htm\nI will not do your homework, but hope this helps, \n\nExtended Metaphor Poems\n\nRead the following poem:\n \n\nBat\n\nMy son is a bat.\nHis eyes blink when darkness comes.\nHis body stirs with life.\nHis limbs gorge with blood\nas he sets out through the cave of night\nhis roof the stars\nthe moon a big white eye watching.\nAttracted by the false lights\nhe mingles with his batty friends\nweaving in and out of nightclubs\nendless parties\neach other’s places\ntill sensing the sudden ebb\nof darkness\nhe flutters home\na cloaked Dracula\nto the hollow of his room\nwhere he will sleep all day.\n\nIn this poem I’ve compared my son to a bat -- not by using ‘like’ or ‘as’ but saying he is a bat ; where you say one thing is something else [ " the sun is a yellow beach ball " ] you are using a metaphor.\n\nNow when you explore that metaphor -- the ways my son is a bat or the sun a yellow beach ball you are extending the metaphor.\n\nA student I taught wrote this poem about her mother:\n\n        My Mum\n\n        My mum is a general.\n        She stalks through the house\n        telling me what to do.\n        She then sleeps throughout the night.\n        But when she wakes up.....\n        her medals clanking, stars shining\n        & roars us to attention\n        she barks orders as she charges\n        through the house:\n        " Lisa, do the dishes ! "\n        " Lisa, clean your room ! "\n        then crawls back to her bedroom\n        while we, her dutiful soldiers\n        carry out her orders.\n\nTask 1\n\n    * if Lisa truly followed the pattern of Bat what might she have called her poem ?\n    * which title is better ? why do you think ?\n    * what additional thing did Lisa put in her poem that isn’t in Bat ?\n\nNow here is another poem written by a student of mine:\n\n        My Brother\n\n        My brother is a killer whale.\n        He is huge and scary\n        with tatts, long hair & beard.\n        But underneath he is meek\n        spending time in the garden\n        and around the house\n        socialising with the ones\n        he loves\n        giving my cousins rides\n        upon his back.\n        Truly he is more dolphin than killerwhale.\n\nTASK 2\n\n    * where Lisa’s poem added dialogue to the model of Bat what change to the model does Linda make ?\n    * do any of these three poems remind you of anyone ?\n\nTASK 3\n\n    * Now it is your turn to write.\n\n        * Choose someone you know -- a family friend, a relative, a teacher, a student, a celebrity, a cartoon character.\n        * Write down a one line opener.\n        * Then extend the metaphor by describing in what ways your person is like the object you’ve compared them to.\n        * If, for example, your little brother is real timid you might put down:\n          ‘My little brother is a mouse....’\n          then go on to describe how he is timid.\n\nPerhaps you might like to try an extended metaphor poem on an object rather than a person. How might you go about it? The next poem shows you a way:\nBath\n\nA boat-shaped vessel with room\nfor one ; when you\n\nclamber into a bath, you are\ncaptain, crew, passenger\n\nrolled into one --- yet baths\nrequire no special skills\n\nnor do they stand on ceremony ;\nin this they are like\n\nsome beaches -- dress is entirely\noptional ; entering a bath\n\nyou enter a topsy turvy world\nwhere water fills the craft not\n\nsurrounds it -- though baths will\nnever sink ; head back, you\n\nsettle down but are going nowhere---\nbaths have no destinations\n\nnor sails and are permanently in\ndry dock -- yet people\n\nhave been known to drift off\nin baths emerging\n\nrosy skinned and luminous as if\nfresh from a voyage.\nimage359.gif (2786 bytes)\n\nTASK 4\n\n    * choose a common household object or appliance --- a shower would be a good one, or a fridge -- and do an extended metapho
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Cool Question!\n\nTPCASTT is a way of analyzing a poem.\nSee the link below for how it works.\n\nT-Title - what does title mean *before* you read the poem.\nP-Paraphrase - put the poem in your own words.\nC-Connotation - what meanings are implied?\nA-Attitude - what is tone or attitude of speaker & poet?\nS-Shift - poem shifts, changes, develops\nT-Title - after reading, does title have other meanings?\nT-Theme - what *might* the poet be saying here?\n\nSo this is all about "critical thinking" -- teachers do not care about what YOU think about Frost. The purpose is to teach YOU to think and analyze.\n\nCheck out the link Explication of "Road" to get some ideas on how to use TP CASTT for the poem.\n\nBest wishes!
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Honestly, an analysis of any poem is the opinion of the person reading it. There are really no right or wrong analysis to most poems. Everyone interprets differently. Its what you feel when youre reading the poem. Try to analyze it yourself. Believe me. I read and write tons of poetry. Good Luck!!
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You'd do best to start simple. Eight lines, for instance, with either eight or ten syllables in each line. Make the last word in line 2 rhyme with the last word in line 4, and the last word in line 6 rhyme with th elast word in line 8. You don't have to make all the lines rhyme. You might want to try meter; if so, iambic is the easiest.\n\nLike singing, juggling, riding a bicycle no hands or baking a cake, it takes practice.\n\nFigure out what you like best about him - or just something you like about him - and set it to rhyme.\n\n"I love to take your hand in mine, as we\nWalk a-long life's trail; you are so strong and\nWarm, I feel pro-tec-ted in your grasp, I\nE'en like the feel of call-ous on your hand."\n\nI put "-" in to show syllables. "E'en" is a poetic contraction to make the last line come out 10 syllables. It means "Even". I didn't use much meter. The first eight syllables in the first line are iambic (soft-hard). Then it goes to pot. "as we" is two soft syllables in a row.\n\nThis one was what we in the writing trade call quick and dirty. Yours will vary. If he doesn't hold your hand when you walk together, or he doesn't have callouses, pick something else you like about him. It would probably be better to write a number of short ones about shared times or different things you like about him than to try to put all of your love in one long poem.\n\nThere are poems that don't rhyme or have meter. They are easier to write, but they aren't as good. They are like serving hamburger helper instead of rib steak.\n\nMeter means you have a pattern of soft and hard syllables. Most people prounounce "Even" with a strong "E" and a soft "ven", for instance. Iambic means you alternate soft and hard syllables, starting with a soft one. Some people say it is the natural form of English. Iambic pentameter is five of each in each line. Shakespeare used it a lot.
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All parts of the outline should be constructed and organized to support your thesis or central point. Therefore, before you begin the outline you have to have a sense of what you will argue in the paper: you have to be clear about your thesis statement. \nMain Categories. Arrange your general ideas in main categories. These are the main topics of your essay. Arrange your main categories in the order you discuss them.\nTo help you arrange your categories: look at your main categories, with your thesis in mind, try to find a way that the labels might be arranged in a sentence or two that supports your argument. \nSub-categories (Paragraphs). Within each general category list and arrange the paragraphs that support the category. \nSentences. Within each sub-category list and arrange your specific notes to support the argument made on that paragraph. This is the order of sentences in the paragraph. \nThe arrangement of caregories, sub-categories and sentences should present a clear, logical argument to support your thesis. Read here about Methods of proving a topic sentence. \nAlso, the different sections should relate logically to each other. Read here about Logic in Argumentative Writing. \nOrganize the outline according to your purposes: Are you attempting to show the chronology of some historical development, the cause-and-effect relationship between one phenomenon and another, the process by which something is accomplished, or the logic of some position? Are you defining or analyzing something? Comparing or contrasting one thing to another? Presenting an argument (one side or both)? \nSome methods of organizing:\nClimactic arrangement: one that works up to your strongest point, which is delivered as a kind of grand finale.\nThe inductive argument: in which you build up the evidence first, and then draw conclusions. \nA problem-solution format: involves presenting the problem first and then outlining the solution.\nMore Principles of Organization. \n\n\n\nTips \nA sample of a topic outline. \nAn outline can be written as a topic outline, in which you use only short phrases to suggest ideas, or as a sentence outline, in which you use full sentences (even very brief paragraphs) to show the development of ideas more fully.
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http://www.eliteskills.com/poetry/improving_poetry.php
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I just think about the situation and relive it. Poems are meories,thoughts and fellings. If you relive it then you just write how you fell or felt. If it is an object look for small and obvious details it will help the sense what it looks like. Poetry is all about expresion and how you veiw things. Just tell them like it is. Just don't forget tone. That is a key to poetry. Also Have fun with it ,use new words, and try different styles to express it.\n\nHope it helps.\nKim
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Well, the process of writing a research paper is to first determine if you are attempting to convince the reader of something (advocacy), or explore a concept neutrally from most perspectives.\n\nIf its advocacy, then decide what your position, and then figure out what it would take to prove that position. Your paper would start forth with a thesis statement, setting forth your position (what you intend to prove), and then give a summary of how you intend to go about it. Your outline would be the major points you need to prove, then for each the major arguments for and against. Your research supports those arguments. Then you conclude.\n\nIf it is a neutral exploration of the topic, then you start with a summary of the topic in general -- big picture overview. Your outline would be the major areas of discussion, or the major attributes of whatever you were describing, then sub-attributes/areas, etc. Follow normal outline format. \n\nExample: If you were writing a neutral paper about the US government, it could have the three major branches as the main topics, then for courts do state, federal district/appellate, and US Supreme, adding a section about how federal judges are appointed. However, if your paper were advocacy, say talking about the problems with federalism overriding states's rights, you might want to organize the paper by time periods: when did the states have the most rights, when/how/why did things change, etc. Or you might argue by topic: interstate commerce versus education versus welfare versus national guard. And so on.\n\nAs for terrorism, same thing. Are you advocating a position, or exploring a concept neutrally? Organize your paper appropriately.