Thursday, February 5, 2009

Poetry Project - L(a and Stopping By Woods On a Snowy Evening


Robert Frost - Stopping By Woods On A Snowy Evening

Whose woods these are I think I know. a
His house is in the village, though; a
He will not see me stopping here b
To watch his woods fill up with snow. a

My little horse must think it queer b
To stop without a farmhouse near b
Between the woods and frozen lake c
The darkest evening of the year. b

He gives his harness bells a shake c
To ask if there's some mistake. c
The only other sound's the sweep d
Of easy wind and downy flake. c

The woods are lovely, dark and deep, d
But I have promises to keep, d
And miles to go before I sleep, d
And miles to go before I sleep. d

Literary Devices and Forms:
Situation and Setting
Rhyme
Free verse
Terza rima (Somewhat)- aba bcb cdc ded

Background on Poet:
He was born and raised in Lawrence, Massachusetts. His father had died when he was young, and his mother was a school teacher. Frost worked among others in a textile mill and taught Latin at his mother's school in Methuen, Massachusetts. In 1894 the New York Independent published Frost's poem 'My Butterfly' and he had five poems privately printed. Frost worked as a teacher and continued to write and publish his poems in magazines. He went to Dartmouth and Harvard, but no degrees are mentioned. He moved to England.

His poetry comes from his past. The poems in his published book, North Boston, written with blank verse or looser free verse of dialogue, were drawn from his own life, recurrent losses, everyday tasks, and his loneliness.

After his return from England, he taught at Amherst College and Michigan Universities. His wife died, and four of his children died as well. two suffered from mental break downs, and one committed suicide.

His success continued until his death on January 29, 1963.

My Reaction:

I remember reading this poem in fifth grade. Like my other poem, setting is only the base of the poem. The situation is more important than the setting. In this poem, the speaker is in the woods on a winter night. The setting gives it a depressed feeling, and the situation is derived from this feeling. The speaker mentions that he has "promises to keep" before he sleeps. The promises he has to keep is his life that he has to keep living before he dies. In this poem, death is a topic. The woods and the dark of the winter signify his encounter with death and his perseverence and will to leave, the horse, lead him out of death. As it is seen, setting is used to create the mood of the situation at hand.

http://www.youtube.com/watch?v=ncIMCD0E5rE



E.E. Cummings - [l(a]

Literary devices and forms:
Tone
Free verse
Parallelism
situation
setting

Background on Cummings:

Born: October 14, 1894
Cambridge, Massachusetts
Died: September 3, 1962
North Conway, New Hampshire

"The American poet E. E. Cummings wrote verse that presented romantic attitudes in an experimental style." - Similary to Kasey's view on the poem.

His father was a Harvard Professor, and E.E. Cummings (Edward Estlin) was born into a well known family. His mother introduced writing to him. He eventually graduated from Harvard in 1915, and received an advance degree in 1916.

He became an ambulance driver in France before WWII. He was imprisoned, and it was then that he stirred up ideas for his first book. His "romantic transcendentalism" views were not accepted by many. It took 10 years to publish his first poems.

He is known for breaking up words and putting them back together.

He lived in NYC and North Conway, and focused on painting.

http://www.notablebiographies.com/Co-Da/Cummings-E-E.html

My Original thoughts:

This poem really caught my eye, especially because I had no idea what the words were when I first read it. After reading it over, I realized that it says, "a leaf falls" and then "loneliness". This poem really caught my attention because of the form. It is a very horizontally challenged poem, meaning that it can't be read line to line. The direction is always down, which emphasizes the leaf falling from the tree. Then, after being read in the parentheses, Cummings mentions "loneliness".

The use of a few words in each line signifies the loneliness. The line after the two little l's, there is only one letter left, and after that, the word one. To further build on that, it shows that as the leaf is getting further and further from the tree, the loneliness within it, is growing ever more real. The second to last line shows l, which defines loneliness. It seems as though each line illuminates the loneliness of the leaf.

These two terms are parallel to each other. A leaf falling from a tree can be seen as a child almost being excluded from a group, or falling behind. He/she can't seem to hold onto the branch, the group, any longer, and he/she just gives up. As we all know, loneliness is being in solitary isolation, and isn't a leaf falling off of a tree symbolizing just that? That is why, after I read it again, I realized that the leaf falling from the tree is incorporated into loneliness. This falling off, and falling to the ground, is just a part of loneliness that we all have to face sometimes.

Classmates' Input:

The one that strongly contradicts my analysis, but makes complete sense:

I wrote on this poem as well. I wanted to bring to your attention the two L's in the middle of the poem. They are lowercase so they look like ones and it brought me to think that Cummings was trying to say, within all this lonliness, we are happy when we find someone else. He is saying that everyone who feels lonely is simply searching, deep down, for another person to connect with.

- Kasey Quinlan

Also, Charlie mentioned the form of the poem being the number 1. I hadn't realized it before, but then this further strengthened my belief that I was correct. No offense, Kasey. :]

Another thing i found interesting was Lauren's take on it. "l/one/l/iness"

I really thought that Kasey's analysis shed new light on the poem. We saw the two ll's differently. She saw it as two people finding each other, and I saw it as two people drifting away from each other. After reading her post, I did agree with Kasey, but I was still convinced my reasoning was more accurate.

What does everyone else think?


http://www.youtube.com/watch?v=okZ0vvPkX6c

A weird interpretation of it.

Sunday, January 25, 2009

Whole Text: Seeker of Truth - E.E. Cummings


Seeker of Truth

seeker of truth

follow no path
all paths lead where

truth is here

External Structure and word choice are always very visible in E.E. Cummings' poems. I chose this poem just because E.E. Cummings' poems tell such a deep story in such few words. From the poem, the first two lines can be the path that is being mentioned from line two and it is compacted between the "truth". If the seeker of truth seeks the truth, then it will be with him/her at all times because the "truth is here". This structure is similar to a lot of his poems. He has no written rules and writes in free verse which allows him to expand his meanings furthermore than any set stanza.
As I have noticed before though, E.E. Cummings manipulates his first line of the poem to create the last line of the poem. He always encloses his poems between the first and last lines. That is unique, and it can be seen clearly in his poetry. Also, his word choice is key to the explanation of his poems. He emphasizes a few important words in all his poems. In this poem, it is "path" and "truth" and without knowing what these mean, the poem means absolutely nothing. The "seeker of truth" and the "truth is here" are what we, as mere mortals believe, and it is within the middle lines that we learn how to live and follow this way to the truth.

Whole Text: The Learned - Eden Phillpots


Phillpotts uses similes, diction, and mood to explain her poem. The airy, childish mood of the poem gives a sense of calmness and intense energy at the same time. The contradiction to this is the "grey beards wag, the bald heads nod". This indicates the age of the crowd, which is not youthful at all.
Also, the use of "electrons, gases, god" shows the intelligence and maturity of the group that gathers "thick as bees". This, in no aspect symbolizes the mood of the poem. The diction indicates the simplistic part of the poem, and the internal part of the poem explains the sophistication of everything. It is the best of both worlds, I believe. Phillpotts achieves this youthful maturity within her poem. There is a great effect by using yin and yang. The youthfulness of her diction clashed with the non-youthful nature of the subjects tears down the barriers between two different generations.

Sunday, January 18, 2009

External Form: [l(a] - E.E. Cummings

this poem really caught my eye, especially because I had no idea what the words were when I first read it. After reading it over, I realized that it says, "a leaf falls" and then "loneliness". This poem really caught my attention because of the form. It is a very horizontally challenged poem, meaning that it can't be read line to line. The direction is always down, which emphasizes the leaf falling from the tree. Then, after being read in the parentheses, Cummings mentions "loneliness".

The use of a few words in each line signifies the loneliness. The line after the two little l's, there is only one letter left, and after that, the word one. To further build on that, it shows that as the leaf is getting further and further from the tree, the loneliness within it, is growing ever more real. The second to last line shows l, which defines loneliness. It seems as though each line illuminates the loneliness of the leaf.

These two terms are parallel to each other. A leaf falling from a tree can be seen as a child almost being excluded from a group, or falling behind. He/she can't seem to hold onto the branch, the group, any longer, and he/she just gives up. As we all know, loneliness is being in solitary isolation, and isn't a leaf falling off of a tree symbolizing just that? That is why, after I read it again, I realized that the leaf falling from the tree is incorporated into loneliness. This falling off, and falling to the ground, is just a part of loneliness that we all have to face sometimes.

Saturday, January 17, 2009

Sorry

I left my book at a friend's so I have to go get it tomorrow. I'll update before 4 tomorrow afternoon. Sorry for the inconvenience.

Sunday, January 4, 2009

External Form (sonnets) 2: Autumnal Sonnet - William Allingham

Autumnal Sonnet by William Allingham

Now Autumn's fire burns slowly along the woods, a
And day by day the dead leaves fall and melt, b
And night by night the monitory blast c
Wails in the key-hold, telling how it pass'd c
O'er empty fields, or upland solitudes, a
Or grim wide wave; and now the power is felt b
Of melancholy, tenderer in its moods a
Than any joy indulgent summer dealt. b
Dear friends, together in the glimmering eve, d
Pensive and glad, with tones that recognise e
The soft invisible dew in each one's eyes, f
It may be, somewhat thus we shall have leave d
To walk with memory,--when distant lies f
Poor Earth, where we were wont to live and grieve. d


This sonnet is a Petrarchan Sonnet. The first eight lines talk about the autumn and how it has come like a rushing wind, leaving the remnants of summer behind. Then in the final six lines, Allingham talks about how the past is just a faint memory. It is a darker scene than the first eight lines because he is talking about the "poor earth" and where the people will "live and grieve". This second part talks about the horrors that have yet to face them. The summer is the light and the goodness of everything, and the autumn is the apocolypse as it sounds. The rhyme scheme isn't very consistent in the beginning, but it has an almost a-b-a-b, etc. form afterwords.

Allingham uses the Petrarchan Sonnet because it is easier to tell the contrast of two different seasons in two parts, rather than four parts.

External Form (sonnets) 1: Joy Sonnet in a Random Universe - Helen Chasin

In this poem, everything seems out of order. Chasin, though, by useing la and other random terms, has kept control of her poem. She doesn't particularly rhyme, but she uses her scheme to control her poem. I believe that she is writing a sonnet, or maybe not. First off, she is using the standard fourteen lines. Besides that, she is not staying with the iambic pentameter or the rhyme scheme. I want to say this is a new form of sonnet, but it does not follow the guidelines of a sonnet. I feel like "Joy Sonnet in a Random Universe" means a sonnet based on the fact that she is happy. Since she is in this "random universe", the regular guidelines don't apply. I feel like she is going back to the basics, which shows that a sonnet has fourteen lines. That is all that matters. Since rhyme schemes are used to show control, other poets may say she had no control of her writing, but that is on the contrary. She had a strong control, and it is seen in her square-shaped sonnet.


http://www.youtube.com/watch?v=cDMZsT2OGag

This video shows how few people really understand the poem.