Dimeter
Trimeter
Tetrameter
Pentameter
Hexameter
Any number above six (hexameter) is heard as a combination of smaller parts; for example, what we might call heptameter (seven feet in a line) is indistinguishable (aurally) from successive lines of tetrameter and trimeter (4-3).
To scan a line is to determine its metrical pattern. Perhaps the best way to begin scanning a line is to mark the natural stresses on the polysyllabic words. Take Shelley’s line:
And walked with inward glory crowned.
Then mark the polysyllabic nouns, verbs, adjectives, and adverbs that are normally stressed:
Then fill in the rest:
Then divide the line into feet:
Then note the sequence:
The line consists of four iambs; therefore, we identify the line as iambic tetrameter.
Rhythm refers particularly to the way a line is voiced, i.e., how one speaks the line. Often, when a reader reads a line of verse, choices of stress and unstress may need to be made. For example, the first line of Keats’ “Ode on Melancholy” presents the reader with a problem:
No, no, go not to Lethe, neither twist
If we determine the regular pattern of beats (the meter) of this line, we will most likely identify the line as iambic pentameter. If we read the line this way, the statement takes on a musing, somewhat disinterested tone. However, because the first five words are monosyllabic, we may choose to read the line differently. In fact, we may be tempted, especially when reading aloud, to stress the first two syllables equally, making the opening an emphatic, directive statement. Note that monosyllabic words allow the meaning of the line to vary according to which words we choose to stress when reading (i.e., the choice of rhythm we make).
The first line of Milton’s Paradise Lost presents a different type of problem.
Of Man’s First Disobedience, and the Fruit
Again, this line is predominantly iambic, but a problem occurs with the word “Disobedience.” If we read strictly by the meter, then we must fuse the last two syllables of the word. However, if we read the word normally, we have a breakage in the line’s metrical structure. In this way, the poet forges a tension between meter and rhythm: does the word remain contained by the structure, or do we choose to stretch the word out of the normal foot, thereby disobeying the structure in which it was made? Such tension adds meaning to the poem by using meter and rhythm to dramatize certain conflicts. In this example, Milton forges such a tension to present immediately the essential conflicts that lead to the fall of Adam and Eve.
The explication should follow the same format as the preparation: begin with the large issues and basic design of the poem and work through each line to the more specific details and patterns.
The first paragraph should present the large issues; it should inform the reader which conflicts are dramatized and should describe the dramatic situation of the speaker. The explication does not require a formal introductory paragraph; the writer should simply start explicating immediately. According to UNC ‘s Professor William Harmon, the foolproof way to begin any explication is with the following sentence:
“This poem dramatizes the conflict between …”
Such a beginning ensures that you will introduce the major conflict or theme in the poem and organize your explication accordingly.
Here is an example. A student’s explication of Wordsworth’s “Composed upon Westminster Bridge” might begin in the following way:
This poem dramatizes the conflict between appearance and reality, particularly as this conflict relates to what the speaker seems to say and what he really says. From Westminster Bridge, the speaker looks at London at sunrise, and he explains that all people should be struck by such a beautiful scene. The speaker notes that the city is silent, and he points to several specific objects, naming them only in general terms: “Ships, towers, domes, theatres, and temples” (6). After describing the “glittering” aspect of these objects, he asserts that these city places are just as beautiful in the morning as country places like “valley, rock, or hill” (8,10). Finally, after describing his deep feeling of calmness, the speaker notes how the “houses seem asleep” and that “all that mighty heart is lying still” (13, 14). In this way, the speaker seems to say simply that London looks beautiful in the morning.
The next paragraphs should expand the discussion of the conflict by focusing on details of form, rhetoric, syntax, and vocabulary. In these paragraphs, the writer should explain the poem line by line in terms of these details, and they should incorporate important elements of rhyme, rhythm, and meter during this discussion.
The student’s explication continues with a topic sentence that directs the discussion of the first five lines:
However, the poem begins with several oddities that suggest the speaker is saying more than what he seems to say initially. For example, the poem is an Italian sonnet and follows the abbaabbacdcdcd rhyme scheme. The fact that the poet chooses to write a sonnet about London in an Italian form suggests that what he says may not be actually praising the city. Also, the rhetoric of the first two lines seems awkward compared to a normal speaking voice: “Earth has not anything to show more fair. / Dull would he be of soul who could pass by” (1-2). The odd syntax continues when the poet personifies the city: “This City now doth, like a garment, wear / The beauty of the morning” (4-5). Here, the city wears the morning’s beauty, so it is not the city but the morning that is beautiful …
The explication has no formal concluding paragraph; do not simply restate the main points of the introduction! The end of the explication should focus on sound effects or visual patterns as the final element of asserting an explanation. Or, as does the undergraduate here, the writer may choose simply to stop writing when they reach the end of the poem:
The poem ends with a vague statement: “And all that mighty heart is lying still!” In this line, the city’s heart could be dead, or it could be simply deceiving the one observing the scene. In this way, the poet reinforces the conflict between the appearance of the city in the morning and what such a scene and his words actually reveal.
Refer to the speaking voice in the poem as the “speaker” or “the poet.” For example, do not write, “In this poem, Wordsworth says that London is beautiful in the morning.” However, you can write,
“In this poem, Wordsworth presents a speaker who…”
We cannot absolutely identify Wordsworth with the speaker of the poem, so it is more accurate to talk about “the speaker” or “the poet” in an explication.
Use the present tense when writing the explication. The poem, as a work of literature, continues to exist!
To avoid unnecessary uses of the verb “to be” in your compositions, the following list suggests some verbs you can use when writing the explication:
dramatizes presents illustrates characterizes underlines | asserts posits enacts connects portrays | contrasts juxtaposes suggests implies shows | addresses emphasizes stresses accentuates enables |
The Fountain
Fountain, fountain, what do you say Singing at night alone? “It is enough to rise and fall Here in my basin of stone.” But are you content as you seem to be So near the freedom and rush of the sea? “I have listened all night to its laboring sound, It heaves and sags, as the moon runs round; Ocean and fountain, shadow and tree, Nothing escapes, nothing is free.”
—Sara Teasdale (American, 1884-1933)
As a direct address to an inanimate object “The Fountain” presents three main conflicts concerning the appearance to the observer and the reality in the poem. First, since the speaker addresses an object usually considered voiceless, the reader may abandon his/her normal perception of the fountain and enter the poet’s imaginative address. Secondly, the speaker not only addresses the fountain but asserts that it speaks and sings, personifying the object with vocal abilities. These acts imply that, not only can the fountain speak in a musical form, but the fountain also has the ability to present some particular meaning (“what do you say” (1)). Finally, the poet gives the fountain a voice to say that its perpetual motion (rising and falling) is “enough” to maintain its sense of existence. This final personification fully dramatizes the conflict between the fountain’s appearance and the poem’s statement of reality by giving the object intelligence and voice.
The first strophe, four lines of alternating 4- and 3-foot lines, takes the form of a ballad stanza. In this way, the poem begins by suggesting that it will be story that will perhaps teach a certain lesson. The opening trochees and repetition stress the address to the fountain, and the iamb which ends line 1 and the trochee that begins line 2 stress the actions of the fountain itself. The response of the fountain illustrates its own rise and fall in the iambic line 3, and the rhyme of “alone” and “stone” emphasizes that the fountain is really a physical object, even though it can speak in this poem.
The second strophe expands the conflicts as the speaker questions the fountain. The first couplet connects the rhyming words “be” and “sea” these connections stress the question, “Is the fountain content when it exists so close to a large, open body of water like the ocean?” The fountain responds to the tempting “rush of the sea” with much wisdom (6). The fountain’s reply posits the sea as “laboring” versus the speaker’s assertion of its freedom; the sea becomes characterized by heavily accented “heaves and sags” and not open rushing (7, 8). In this way, the fountain suggests that the sea’s waters may be described in images of labor, work, and fatigue; governed by the moon, these waters are not free at all. The “as” of line 8 becomes a key word, illustrating that the sea’s waters are not free but commanded by the moon, which is itself governed by gravity in its orbit around Earth. Since the moon, an object far away in the heavens, controls the ocean, the sea cannot be free as the speaker asserts.
The poet reveals the fountain’s intelligence in rhyming couplets which present closed-in, epigrammatic statements. These couplets draw attention to the contained nature of the all objects in the poem, and they draw attention to the final line’s lesson. This last line works on several levels to address the poem’s conflicts. First, the line refers to the fountain itself; in this final rhymed couplet is the illustration of the water’s perpetual motion in the fountain, its continually recycled movement rising and falling. Second, the line refers to the ocean; in this respect the water cannot escape its boundary or control its own motions. The ocean itself is trapped between landmasses and is controlled by a distant object’s gravitational pull. Finally, the line addresses the speaker, leaving him/her with an overriding sense of fate and fallacy. The fallacy here is that the fountain presents this wisdom of reality to defy the speaker’s original idea that the fountain and the ocean appear to be trapped and free. Also, the direct statement of the last line certainly addresses the human speaker as well as the human reader. This statement implies that we are all trapped or controlled by some remote object or entity. At the same time, the assertion that “Nothing escapes” reflects the limitations of life in the world and the death that no person can escape. Our own thoughts are restricted by our mortality as well as by our limits of relying on appearances. By personifying a voiceless object, the poem presents a different perception of reality, placing the reader in the same position of the speaker and inviting the reader to question the conflict between appearance and reality, between what we see and what we can know.
The writer observes and presents many of the most salient points of the short poem, but they could indeed organize the explication more coherently. To improve this explication, the writer could focus more on the speaker’s state of mind. In this way, the writer could explore the implications of the dramatic situation even further: why does the speaker ask a question of a mute object? With this line of thought, the writer could also examine more closely the speaker’s movement from perplexity (I am trapped but the waters are free) to a kind of resolution (the fountain and the sea are as trapped as I am). Finally, the writer could include a more detailed consideration of rhythm, meter, and rhyme.
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Reading poetry, poetry analysis ii.
Shakespeare, William. “ Sonnet 18 ”, “ Sonnet 60 ”, “ Sonnet 65 .” Poetry Foundation.
Spenser, Edmund. “ Amoretti LXXV ”, “ Amoretti LXXXI .” Poetry Foundation.
Sidney, Philip. “ Astrophil and Stella 1 ”, “ Astrophil and Stella 31 .” Poetry Foundation.
Larkin, Philip. “ Sad Steps .” In Collected Poems . Farrar, Straus and Grioux, 2004. ISBN: 9780374529208.
Brooks, Gwendolyn. “ my dreams, my works, must wait till after hell .” In Selected Poems . Harper & Row, 1963. ISBN: 9780060909895.
Brooks, Gwendolyn. “ the rites for Cousin Vit .” In The Norton Anthology of Poetry Fifth Edition . W.W. Norton and Company, 2005. ISBN: 9780393979206.
Johnson, James. “ Lift Every Voice and Sing .” In Complete Poems . Penguin Classics, 2000. ISBN: 9780374518172.
Bishop, Elizabeth. “ One Art .” In The Complete Poems 1926-1979 . Farrar, Straus and Giroux, 1983. ISBN: 9780374518172.
Collins, Martha. “ The Story We Know .” Poetry . December, 1980.
Hayes, Terence. “ The Golden Shovel .” In Lighthead . Penguin Books, 2010. ISBN: 9780143116967.
This is an expansion of the questions in the first poetry analysis.
Questions to ask about a poem: if they seem boring/trivial OR too hard/confusing to answer, they might not be the most revealing questions about a given poem. But all are worth trying!
[1] Cold dark deep and absolutely clear,
[2] element bearable to no mortal,
[3] to fish and to seals . . . One seal particularly
[4] I have seen here evening after evening.
Lines 1, 2, and 4 are end-stopped : they conclude with punctuation. Line 3 has a midline pause (any kind of punctuation): that’s a caesura . The sentence that begins after “…” continues across the line ending with no pause: that’s enjambment .
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Every author and poet has their own unique style that cannot be replicated. Based on how they think or what they are trying to portray, they create various poems to explore several ideas or theories that were on their mind.
By mastering how to analyze poetry, you also learn how to ask questions, see multiple meanings in simple things, and develop figurative thinking. Let’s give your brain a boost! Discover how to write poetry analysis from EssayPro service - custom dissertation writing .
Poetry analysis is the process of reviewing the multiple artistic, functional, and structural pieces that make up a poem. Typically, this review is conducted and recorded within the structure of a literary analysis essay.
The nature of poetry is expressing complex feelings, which usually makes multiple meanings. To understand them, you must examine not only words, but also rhythm, images, obvious meaning, and implied meaning.
Writing a poem analysis essay requires one to take a more in-depth look at both the choices that a poet made and the overall effects of those choices. These papers need a detailed analysis of all of the parts that were used to form a work of poetry.
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Read the poem carefully.
It is essential to reread the analyzed poetry several times to get a full grasp of the numerous ideas and concepts. This also gives you an opportunity to make a note of the rhyme scheme (if there is one), the type of poem (limerick, ode, sonnet, lyric, haiku, free verse, etc.) and other poetic techniques that the poet used (such as enjambment, meter, end-stopped lines, figurative language, etc.).
All of those elements of the poem are essential to know when one is writing a poetry analysis essay because they are a part of the poem’s structure and can affect the content.
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This means that you can find it beneficial to look up the poet, the date that the poem was written, and the cultural context of the work. All of that information typically gives the reader a more in-depth understanding of the poem, and it seems self-explanatory that one who has an enhanced comprehension of the poem would have an easier time analyzing that poem.
This can be analyzed during the reader’s quest to determine the theme, tone, mood, and meaning of the poem. The subject matter — and the thematic elements that support the intended message behind the subject — is often an interpretive minefield.
Often, people have different ideas about what a poet is trying to say by their use of a subject, so unless the message is implicitly stated, it is best to report multiple possibilities about what the poet may have meant and included evidence for these theories.
The amateur writer can try to elaborate on several existing ideas and theories. Be careful not to mistake this with choosing a popular opinion or biased one. They should be defending the one that carries the most weight or offers the most validation. As the essay is supposed to be an analysis, try to avoid opinions in favor of facts and conjectures that are backed by evidence from work.
A great way to choose a topic for a poetry analysis essay is to decide on one that would deal with information that you are already familiar with. For example, if the choice of the poem to analyze is up to you, then it may be beneficial for you to choose a poem that you have encountered before. If the choice is to be made between different subject areas within a poem, then you could find it easier to choose to focus on writing about an area that plays to your strengths, so that the statements made in the essay are conveyed clearly and confidently.
A poem analysis essay may seem like a daunting writing assignment at first, but if the topic, outline, and paper are composed following the steps mentioned above, the paper will no doubt, turn out very well.
An outline for a poetry analysis essay can be very simple. It is merely a guideline for the writer to build upon. Put the title of the paper at the top of the page, then place the number one (1) underneath, just before the word “Introduction.” Under this, you can list brainstormed ideas for the introduction paragraph of the paper. The final portion of this section should be dedicated to the thesis statement of the paper.
Need a poetry analysis essay outline? Here is a basic structure to follow for your outline:
Following an outline for a poetry research essay is recommended to make sure you organize all your thoughts and statements you want to say. No matter whether you know how to write poetry — an outline will help identify areas that need to be explored in the analysis.
Starting with the title for the analysis can be something very basic or a clever quote, a statement from the piece. Moving onto the introduction to poetry analysis, this should open with a “hook” to get the reader's attention. Follow up with the Authors name and title for the piece. Add some interesting trivia or background info that is not known to the audience, but try to keep it short. To finish off the introduction to a poetry analysis, state your thesis.
The bulk of ideas and comparisons need to be explored here in a clear, focused way. When writing a poetry analysis, each paragraph should be devoted to one point or feature you are comparing. You can divide each point by using the corresponding letter from the outline. Try to make it a coherent and specific about what is being compared (example: when stating your ideas about what the poetic devices do to the piece check whether you state each one and do not generalize). Using transition words and phrases will keep the paragraphs flowing well and more helpful to read.
It's important when looking at how to analyze a poem to finish with a set-out conclusion. Firstly, start by restating the thesis in different words. Summarize the most important findings to prove the thesis. From this, you can draw up your own opinions and take a step back and say what it all means with one key idea. Lastly, try to leave the reader with something memorable to take away with them (a thought-provoking sentence or question about the poem).
We have put together some handy tips to help you with when writing a poetry analysis essay:
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Read also a very fascinating article the Divine Comedy summary . Our readers find it very informative.
Ballad of Birmingham is the author of the poem that revolves around a little girl who would like to go downtown to take part in a freedom protest. Her mother, however, says that she cannot go because of the dangerous conditions outside. Her mother instead tells her to go to church despite the little girl's constant explanations that she would not be alone. Defeated and in a show of respect for her mother, the little girl gets dressed and goes to church. Her mother is contented that she would be fine at the church. Sooner her mother hears of an explosion that sets her racing downtown in search of her daughter. Unfortunately, she finds her daughters dress and shoes in the piles and rubbles. She is left wondering where her daughter is.
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Guide for Analyzing Poetry Step Two The second step to analyzing a poem is to read it: once in yo. head and then a second time out loud. If the poem is particularly complex or long, you may find that reading it aloud several times helps you to better comprehend and identify formal elements such as rhythm or enjambment, s.
Analyzing Poetry. To analyze a poem, you must break it down into all its important elements and explain how they work together to create an effect or reinforce a meaning. Read your assignment carefully to find out what you're being asked to do, since there are many ways to present an analysis. You may, for example, be required to do research ...
How to Analyze Poetry: 10 Steps for Analyzing a Poem. From flowing words to rhythmic beats, poems have a lyrical quality that is pleasing to the ear. But to truly understand poetry, you must unpack it—examine each element on its own to discover what a poem means. From flowing words to rhythmic beats, poems have a lyrical quality that is ...
To learn how to analyze repetition in a poem, first, find the repeating phrases. Secondly, assess their function and contribution to the poem. The repeating phrases in this poem are "Remember the time" and "But you didn't.". Their functions are reinforcing the mood of the poem and the building structure.
Main Paragraphs. Now, we come to the main body of the essay, the quality of which will ultimately determine the strength of our essay. This section should comprise of 4-5 paragraphs, and each of these should analyze an aspect of the poem and then link the effect that aspect creates to the poem's themes or message.
When you are assigned an analytical essay about a poem in an English class, the goal of the assignment is usually to argue a specific thesis about the poem, using your analysis of specific elements in the poem and how those elements relate to each other to support your thesis. ... When you put together a well-constructed analysis of the poem ...
Explore More with Poem Analysis. Dive deep into poetry, whatever direction you may take. Poems in Educational Syllabuses. Poetry Explained. Explore Poetry. Poem Generator. Poem PDF Guides . PDF Learning Library. Follow our Poetry Podcast. Deep dive into poems and poets, question the hosts as a Poetry+ user, and learn about all things poetry.
Learn how to analyze poetry for the AP Literature exam with this tutorial that explains poetic devices, tone, and theme. See examples of poems and prompts from the AP Literature exam and how to connect them with novels or plays.
This guide will help you find information on poets, poems, and the analysis of poetry. Use the tabs on the top to navigate the guide and help you through different steps in researching and writing your paper. ... to the PTC Library. Poetry Research. This guide is designed to help you complete an English 102 research paper about a poem. Follow ...
These are questions to ask about a poem: if they seem boring/trivial OR too hard/confusing to answer, they might not be the most revealing questions about a given poem. But all are worth trying! The readings and analysis questions for session four on etymologies and rhythms.
Reading poetry is one of the most valuable lessons in high school English classes. There is so much to learn from each poem, and each analysis adds value to both the current poem students are studying and to future poems. However, teaching students how to analyze poetry can be rather difficult. Here are five ways students can begin to analyze poetry.
A guide for reading and analyzing a poem by a Latino poet. It includes instructions, questions, and prompts for identifying poetic devices, theme, and historical and cultural context.
A good poem analysis essay example may serve as a real magic wand to your creative assignment. You may take a look at the structure the other essay authors have used, follow their tone, and get a great share of inspiration and motivation. Check several poetry analysis essay examples that may be of great assistance:
Our poem analyzer tool has several advantages that can help you finish assignments faster and improve your creative writing skills: 📋 Comprehensive analysis. The tool doesn't just give you an overview of the poetic work. It explores all aspects, including its literary devices, language, context, structure, and rhythm. 🎇 Inspiration.
Why I Wake Early by Mary Oliver Mary Oliver has been writing poetry for nearly five decades, and in that time she has become America's foremost poetic voice on our experience of the physical world. This collection presents forty-seven new poems, all written within the last two years, and each exhibiting the power and grace that have become the hallmarks of Oliver's work.
Assignments : First Paper - A Close Reading of a Poem: This paper is a close reading of a poem. Choose one of the assigned poems by Donne or Herbert (one which we did not discuss in detail in class) and offer a line-by-line analysis of the poem.
Simile: the figure of speech that asserts a resemblance between two things that goes beyond their membership in a common class: "I was like a ship adrift on the ocean," as distinct from "I am, like Arthur Bahr, a professor of Literature.". Generally signaled by "A is like B" or "A is as B.". Metaphor: the figure of speech that ...
Before beginning any assignment, a writer needs to understand its purpose. Contrary to popular belief, the assignments in a literature course really will help later in life. The key to a poetry assignment is analysis, which means examining the pieces to understand how things work as a whole. It is exactly like
A poetry explication is a relatively short analysis which describes the possible meanings and relationships of the words, images, and other small units that make up a poem. Writing an explication is an effective way for a reader to connect a poem's subject matter with its structural features. This handout reviews some of the important ...
Lines 1, 2, and 4 are end-stopped: they conclude with punctuation. Line 3 has a midline pause (any kind of punctuation): that's a caesura. The sentence that begins after "…" continues across the line ending with no pause: that's enjambment. The readings and analysis questions for session eight on forms of poetry and includes vocabulary.
POETRY ANALYSIS ASSIGNMENT 2 Poetry Analysis Assignment Edwin John Pratt, a Canadian poet, wrote the poem "Shark." He is a poet from the Confederacy. His poetry is rich in imagery and historical context. 'Shark' is a poem that paints a realistic picture of a shark (Allpoetry, 2020) .The analysis of "The Shark" poetry uses different terms perform in it with the help of different terms.
Poetry analysis is the process of reviewing the multiple artistic, functional, and structural pieces that make up a poem. Typically, this review is conducted and recorded within the structure of a literary analysis essay. The nature of poetry is expressing complex feelings, which usually makes multiple meanings.
This document outlines the requirements for a poetry analysis assignment. Students must choose two poems with similar themes from a provided list and analyze them by comparing and contrasting at least three poetic elements. The analysis should have an element of persuasion and discuss which aspects of the poems are better developed. Students must cite at least two external sources using MLA ...