A Good Comparative Essay: GCSE Poetry

Discuss how your investigation of the generic conventions of poetry has influenced your understanding of at least one poem that you have studied in this unit.

Not only do these poems share differences through the speakers childhood, but also through the tones of the works.

“B” is a poem written to a future daughter. I felt in my stomach. For a period I couldn’t figure out what impressed me so. A short list names: the poem, the delivery, her youth, her authenticity.

Have you ever read two poems that are very similar, but have distinct differences? "The Grasshopper' by Conrad Potter Aiken and "The Tiger" by William Blake are excellent examples of two poems that are related while being distinct. "The Grasshopper" talks about a little grasshopper hopping about in the grass during the summer, playing his little song "like rusty fiddles." The other poem, "The Tiger", is about the creation of the tiger, and how it's different body parts, such as the heart and the brain, were made. Blake makes an analogy between a blacksmith making something with his hammer and anvil and a divine being creating the tiger. Both of these poems are about animals, but the poets are awestruck by the wonder and beauty of the grasshopper and the tiger. "The Grasshopper" is very lighthearted and informal, while "The Tiger" is more dark and formal.

Scientific experimentation involves realistic reflections and measurable results, and results are usually proven when recurrences of the experiment have lead to the same conclusions. One could debate that the significance of a poem and the genuineness of that meaning are proven when reviewers and other readers identify the meaning in the poem, but that kind of perception fluctuates from one reader to another. And the practical utility that could emerge from the close reading of a poem, a greater precision in the readers'

A poetry explication is a fairly short analysis, which describes the possible meanings and relationships of the words, images, and other literary elements that make up a poem. These elements help the reader have an understanding of the poem and what the author is trying to convey in a very effective way. Most young readers don’t usually understand the poems. For this literary explanation the reader had an interest in the poem “Introduction to poetry”, by Collins. In this poem, the author, who is also a professor, decided to reach out to his students to portray the way students approach poems. This author uses imagery; metaphor and theme to better understand his poem.

felt and what he saw, 'All went lame; all blind' it makes it stand out

2tan$as t"o and three make use of the most potent imagery& !magery% created by diction% suggests tone& There is a dichotomy bet"een the t"o stan$as because they reflect differing tones of the poet& 2tan$a t"o focuses on naked% and in e#tension there is a lighter% humbler tone reflected in the poet(s creation of imagery& 2tan$a three% on the other hand% presents a more negative% chastising tone inresponse to the nude personae& The approving versus the chastising tone employed by Graves

Nature has different representations for these three poets; Christopher Marlowe "The Passionate Shepherd to His Love", Sir Walter Raleigh "The Nymph's Reply to the Shepherd", and William Carlos William "Raleigh was Right". The way these men use structure and irony to support the central idea of each of their poems. Their views on nature differ, but is interesting to see three different views during different time periods.

The poem has a set of pattern in each of its stanzas. The rhyme scheme gives the poem a rhythm and a smooth flow. The stanzas of the poem have pairs of rhyming words with an ABAB rhyme scheme and an iambic tetrameter

Although the physical structure of the poem is similar to that of other poems (a series of couplets, with a single closing line), Alexander conveys meaning in an organizational pattern so that it mirrors that of a persuasive argument. Her poem is built around a thesis stated at the beginning, with explanation given in the body. However, the structure becomes most obvious during the shift, “Poetry… is not all love, love, love,” where she challenges the stereotypes surrounding poetry—effectively addressing the equivalent to the counter argument. The poem closes with a restatement of the original thesis, “Poetry… is the human voice,” and allows Alexander to convey a sense of completeness in her poem, giving her ideas a concomitant sense of credibility. Through the assiduous formation of her ideas, Alexander builds upon the explanation provided through metaphors, giving strength to her statements rather than adding more

With the definitions of the important words in the stimulus, the stimulus can now be easily understood by the reader. Poetry has

Activity 1. Read the following introductions to the descriptive essays. Point out the thesis and the hook in each one. Which introductions catch the readers’ attention? Why?

After doing this, you can then repeat this process with the next two lines until you have a finished poem.

The New Critics, such as Culler (1997, p. 122), discussed that poems are not historical works, and there should not be any room for intentions of the writers in interpreting them. Moreover, Reader-Response theory explains that the work is not an objective thing but the reader's experience (Culler, 1997, p. 123). Reader-Response theorists expect the reader to sense the text in a way that is relevant to his experiences. The researcher believes that such kind of sources of information clarifies the vision as the poem interpreter.