+1 (208) 254-6996 [email protected]
  

The Assignment: 

· Choose two (2) poems from the poetry selections by Emily Dickinson located in this module.

Don't use plagiarized sources. Get Your Custom Essay on
Poetry Explication Assignment Due In 36 Hours
Just from $13/Page
Order Essay

· Write an un-researched explication of each poem (two total).

· Explications should be 1½ –2 pages each.

· Follow the Style Rules/Guidelines and MLA documentation for appropriate formatting 

About Explication:

What is explication? Explication is the unraveling of a poem (or story or play), basically explaining the poem word by word, line by line, or stanza by stanza. In unfolding the poem, you should address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form (if applicable), and other techniques. How do these all contribute to the overall message of the poem? 

An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece. The fist place to begin, always, is the title. What do you expect from the title? Does the poem deliver this? How? If it surprises you, why might the author have chosen this title? Or, is the title ironic, and if so, how does irony change the meaning of the poem? These are just a few questions you might ask yourself. 

If you use any secondary sources, including biographical material, you must cite them according to MLA and include a Works Cited page. However, you will not use any secondary sources in this paper.

Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which probably will mention two or three techniques the poet uses to convey his/her argument (theme). The thesis will include what you believe to be that argument.

Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”. To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with an analysis of the quote. 

Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. But in doing so Do not use first person to argue or agree! All analysis needs to be in third person, objective voice. Thus, instead of saying “I think that Frost ignores the religious aspect…” or “ Frost really relates to my going to the woods, myself…” you would instead say “Frost ignores the religious aspect…” or “Frost’s experience relates to the real experience of visiting the woods…” 

Style: In addition to the usual style suggestions, you should also be very careful about using the word “I” or “me,” as in “I believe” or “It is my opinion.” These are useless phrases that serve only to cast doubt on your argument. Keep your sentences focused on your subject, the poem itself. In addition, as a college-level writing, be sure that your sentence structure is varied and that you take some care, if necessary, to combine short sentences to avoid repetition and make sure that one sentence builds upon the previous ones. Include transitions where appropriate to avoid jumping quickly from one topic to the next. 

Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, should be a multiple-draft project where your initial observations are organized into main points, and these main points are then focused with a thesis in the intro, with topic sentences in the body paragraphs, and finished with a conclusion. 

Suggestions for Writing About the Genre of Poetry

The kinds of question you can usefully ask about a poem depend very much on the individual poem. Here is a list of general questions. Some of them will apply to the poem (or poems) you decide to write about in this course. After carefully reading the poem(s) aloud, you will know which ones are useful to you.

1. WHAT IS THE POEM ABOUT? What is the theme of the poem? Is it similar in subject or theme to other poems you have studied? Could it be compared to/with them?

2. WHO IS THE SPEAKER OF THE POEM? Is the speaker addressing a particular person (auditor)? On what occasion?

3. WHAT IS THE TONE OF THE POEM? Is it consistent or does it change in the course of the poem? 

4. HOW WOULD YOU DESCRIBE THE LANGUAGE OF THE POEM? Is it figurative or literal? Is the poet using figures of speech? What kinds and to what effect? Does the poem contain images? Can the poem be read in more than one way? 

5. DOES THE POEM CONTAIN RHYMES? If so, what is the rhyme scheme? Are lines end-stopped or enjambed? How does the rhyme serve to emphasize the meaning? The connections between certain words? What other notable features are there about the sound of the poem? 

6. IS THE POEM WRITTEN IN METRE? If so, what metre? Is it regular or irregular? What is its effect? What is the effect of any irregularities? Is there more than one way to scan the poem? What different meanings to these scansions suggest? 

7. DOES THE POEM CONTAIN ANY LITERARY ALLUSIONS? Is it influenced by earlier poems? Can it be compared to other poems you have read by the same poet or different poets? 

 Read the following poems by Emily Dickinson: #49, #241, #249, #258, #280, #288, #465, #585, #712, #986, 

Poetry Explication Assignment

Due: Wednesday, April 10, 2019

The Assignment:

· Choose two (2) poems from the poetry selections by Emily Dickinson located in this module.

· Write an un-researched explication of each poem (two total).

· Explications should be 1½ –2 pages each.

· Follow the Style Rules/Guidelines and MLA documentation for appropriate formatting

About Explication:

What is explication? Explication is the unraveling of a poem (or story or play), basically explaining the poem word by word, line by line, or stanza by stanza. In unfolding the poem, you should address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form (if applicable), and other techniques. How do these all contribute to the overall message of the poem?

An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece. The fist place to begin, always, is the title. What do you expect from the title? Does the poem deliver this? How? If it surprises you, why might the author have chosen this title? Or, is the title ironic, and if so, how does irony change the meaning of the poem? These are just a few questions you might ask yourself.

If you use any secondary sources, including biographical material, you must cite them according to MLA and include a Works Cited page. However, you will not use any secondary sources in this paper.

Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which probably will mention two or three techniques the poet uses to convey his/her argument (theme). The thesis will include what you believe to be that argument.

Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”. To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with an analysis of the quote.

Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. But in doing so Do not use first person to argue or agree! All analysis needs to be in third person, objective voice. Thus, instead of saying “I think that Frost ignores the religious aspect…” or “ Frost really relates to my going to the woods, myself…” you would instead say “Frost ignores the religious aspect…” or “Frost’s experience relates to the real experience of visiting the woods…”

Style: In addition to the usual style suggestions, you should also be very careful about using the word “I” or “me,” as in “I believe” or “It is my opinion.” These are useless phrases that serve only to cast doubt on your argument. Keep your sentences focused on your subject, the poem itself. In addition, as a college-level writing, be sure that your sentence structure is varied and that you take some care, if necessary, to combine short sentences to avoid repetition and make sure that one sentence builds upon the previous ones. Include transitions where appropriate to avoid jumping quickly from one topic to the next.

Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, should be a multiple-draft project where your initial observations are organized into main points, and these main points are then focused with a thesis in the intro, with topic sentences in the body paragraphs, and finished with a conclusion.

Suggestions for Writing About the Genre of Poetry

The kinds of question you can usefully ask about a poem depend very much on the individual poem. Here is a list of general questions. Some of them will apply to the poem (or poems) you decide to write about in this course. After carefully reading the poem(s) aloud, you will know which ones are useful to you.

1. WHAT IS THE POEM ABOUT? What is the theme of the poem? Is it similar in subject or theme to other poems you have studied? Could it be compared to/with them?

2. WHO IS THE SPEAKER OF THE POEM? Is the speaker addressing a particular person (auditor)? On what occasion?

3. WHAT IS THE TONE OF THE POEM? Is it consistent or does it change in the course of the poem?

4. HOW WOULD YOU DESCRIBE THE LANGUAGE OF THE POEM? Is it figurative or literal? Is the poet using figures of speech? What kinds and to what effect? Does the poem contain images? Can the poem be read in more than one way?

5. DOES THE POEM CONTAIN RHYMES? If so, what is the rhyme scheme? Are lines end-stopped or enjambed? How does the rhyme serve to emphasize the meaning? The connections between certain words? What other notable features are there about the sound of the poem?

6. IS THE POEM WRITTEN IN METRE? If so, what metre? Is it regular or irregular? What is its effect? What is the effect of any irregularities? Is there more than one way to scan the poem? What different meanings to these scansions suggest?

7. DOES THE POEM CONTAIN ANY LITERARY ALLUSIONS? Is it influenced by earlier poems? Can it be compared to other poems you have read by the same poet or different poets?

Here is an example of an explication. Below is a short poem by Robert Frost and an explication based on its content.

The Road Not TakenTwo roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there 1Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. 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.

Explication of “The Road Not Taken.”

The poem titled “The Road Not Taken” by Robert Frost is about a man reflecting on a choice he once made. While the outcome of this choice is not implied to be positive or negative the speaker notes that the choice in itself and the consequences of that choice have made a huge difference in the way his life has unfolded.        The poem is about the importance of choices. The poem begins with the speaker regretting that he could not have been two people so he could have at some point in his life taken two roads instead of being confined to one. He looked as far as he could to see what was ahead on one of the roads he could have taken, but he was limited to seeing only as far as where it turned and disappeared in the bushes. In the second stanza he says he took the other road because it was grassy and was possibly better because it was less traveled, though not much more than the other road. The third stanza says both roads were covered in leaves that had been walked on infrequently, to the extent that the leaves covering them had not been made black from tramping feet. He also says he continued on the road he chose, and because he knew that one thing leads to another (“way leads on to way”) he doubted he would ever return to this part of the road. Finally, he says he will tell the story when he is much older (“Somewhere ages and ages hence”) that he had the choice of taking one road over another, and having taken the one he did made a big difference in his life.         Adding to development of the theme is the element of color. It is a yellow wood, not green, which suggests the fall season when leaves turn colors. Seasons are frequently associated with periods in people’s lives, such as spring for youth, and autumn for late middle age. So this is the “fall” of his life, or possibly around middle age. Therefore, he is a speaker who has had enough experiences to realize how important some decisions can be and that he must live with the consequences. The speaker also notes the leaves are not “trodden black” which would represent heavy traffic.         However, the most crucial trait related to the theme is the metaphorical language where Frost compares roads to optional courses people can take in their lives. By the speaker regretting he could take only one “road,” it means he does not have the chance to take several directions in life at one time to see how each will work out, since he cannot look ahead to see where each choice might lead (“undergrowth”: or our inability to foretell the future), or where the next choices in each of those “roads” would also lead. He must choose one and see where it will lead and what other choices will follow on that road. One thing the speaker knows is the choice is not to be taken lightly because it could, as he realizes while he reflects, be the difference between two very different life experiences (“And that has made all the difference”).          Frost’s use of metaphor is effective in him presenting his theme. Even if readers did not know that “road” was being used metaphorically, they would still know the poem is about a man making a choice. Using the idea of roads is something we can relate to because we have probably all come to two roads, literally, and have been uncertain about which way to turn. Sometimes we have turned and found that it was the wrong way and that has cost us time, made us late, or lead us somewhere we did not want to go. We can see in some way how even relatively insignificant decisions alter our lives, at least a temporarily.         “The Road Not Taken” is a pleasant and thought-inspiring poem. It is pleasant because Frost keeps the tone and mood light though it is about a very serious subject. Though it is subtly reminiscent, it still makes a strong point. Reading it can also make one think more consciously about future decisions and their potential consequences. Reading this poem was like taking a little side road. It can make a difference.         Frost uses a common experience to which we can all relate — making a choice at the junction of two roads — in order to show that a decision will lead us in one direction, and making the choice to go in that direction can make a profound difference in our lives.

Things to note in the sample explication:

1. It generally follows general organization rules. It includes an introduction and a conclusion.

2. The introduction includes the thesis statement.

3. Each paragraph has a topic sentence that expresses the main idea of the paragraph.

4. The conclusion summarizes the main points of the explication.

5. Transitions are used to show the relationship between ideas and help lead the reader smoothly from one idea to the next.

6. Each element is explained and lines or examples from the poem are given for clarification.

7. It demonstrates understanding beyond the obvious or literal.

8. It’s detailed. Yours may not always be so long; it depends on the nature of the poem being used.

Order your essay today and save 10% with the discount code ESSAYHELP