Choose a text we've studied in class (can include music and images) which you will respond to by writing an original poem with analysis. You will be evaluated according to this rubric. Note that the teacher will rely on your notes in the analysis, to a degree, to evaluate your poem, so be sure to account for anything you want the teacher to notice!
In your analysis document, specify and properly cite the text you have chosen and are responding to.
You have an opportunity to add your voice to the choir of Canadian poets. Your poem must meet the following criteria:
You should also consider, and be prepared to defend, your choice in using stanzas, line breaks, and mechanics (punctuation and capitalization) to convey meaning or create effects.
You may format your poem however you think it will look best on the page (fonts, indents, spacing, etc.) and may consider how the visual composition of your words may contribute to the meaning or effect on the reader!
REMEMBER: Poetry writing is about making specific and powerful word choices and arrangements to convey your feelings and ideas exactly. Use as many words as you need, and choose and arrange wisely.
ADDITIONAL ADVICE: Just get your ideas down first. They don't even have to "sound" poetic. You can start with sentences or jot notes. Gradually shape your writing, swapping out weak words for better ones, swapping general statements for those using literary devices, arranging stanzas, etc. You may find it helpful to write your poem and analysis together. As you analyse and reflect on your own choices, you may (in fact, you SHOULD) find you need to make changes to your poem to improve it; revision is at least 90% of good writing.
In order to analyze the work of other poets, you must be able to analyze your own. To that end, you will write a thoughtful and informative written response in which you explain what your reasoning was for the choices you made in your poem. You will need to:
CAUTION: The last thing you should think of saying is that a certain device or choice "makes the poem better” or “it enhances the meaning” or "it contributes to the sound". These sentences mean nothing - they are the safety net for those who don’t really know what their poem is about or the mood it's creating. If by doing the analysis you find your poem lacks power, you must revise it or scrap it and start again.
Submit both your analysis and poem on Classroom.
You are also encouraged to submit your poem for publication in either or both of the following: