How to practice at home (but not for a timed in-class essay):
a. Pick a poem we haven't discussed from the reader. You can do a free-write on the poem/s—what ideas can you come up with?
b. Re-type the poem.
c. Think about the conflict in the poem/s:
i. This poem illustrates the conflict between . . .
1. the above is simple technique for creating a good thesis for an in-class poetry analysis
d. Think of questions of your own that might be asked, then try to answer them.
II. Tips for writing the analysis in class:
a. Read over the question carefully, underline key words.
b. Read the poem a couple times, underline "loud" words and any devices you notice.
b. Possibly make an outline of essay, if that technique works for you.
c. Make sure to understand what's literally happening in the poem before trying to figure out its tone and theme.
State the dramatic situation of the poem in your introduction (this is often a good way to start a poetry analysis).
d. Pay especial attention to the end of a poem. It's here where the theme is often revealed.
Please note that themes are not usually one word. E.g. "violence" is not a theme, but "the conflict between the seemingly peaceful domesticity of the setting and the extraordinary violence that underlies it" is a theme.
e. The thesis of a poetry analysis can be thought of as something like:
"The use of key words and [poetic device] illustrate the theme of [state theme]."
f. Don't forget topic sentences for your in-class poetry analysis.
Topic sentences can be simple.
E.g. "The use of key words illustrates the theme of [state theme]."
And: "Furthermore, the [state poetic device] illustrates the theme of [state theme]."
g. Use PLENTY of textual evidence in your body paragraphs.
h. How to quote poetry:
i. The speaker claims that he and his father "romped until the pans/slid from the kitchen shelf," illustrating the boisterious and sometimes disruptive fun the boy and his father have together (l.5-6).
ii. ". . . all their bags left behind,/They rise up upon clouds . . ." (l.17-18).
i. Remember to write fluidly and loosely. In other words, don't spend too much time composing your thesis sentence or constructing an outline for your essay.
III. Poetic vocabulary/devices (they are defined in your poetry packets):
a. Metaphor
b. Simile
c. Imagery
d. Tone
e. Irony
f. Hyperbole
g. Understatement (litotes)
h. Personification
i. Symbolism
j. Allusion
k. Diction (word choice). Related to connotation
l. Syntax (grammar/how sentences are constructed)
m. Sound terms: assonance, consonance, alliteration, onomatopoeia
n. Structure: line length, enjambment, end-stopped lines
IV. Structure: rhythm, meter, iamb, (metrical foot), scansion, sonnet