Poetry Explication

Poetry Explication

Date: to be written in class

Definition: A poetry explication is usually a line-by-line analysis of a poem that describes how elements of dramatic situation, structure, and poetic devices are used to develop the theme. Below are directions for planning and writing a poetry explication.

Length: at least five paragraphs of at least 6-8 sentences each.

Poems: Choose one of the following for this assignment It does not have to be the one your group presented in class.

Whitman, "A sight in camp"

Whitman, "Beat! Beat! Drums!"

Dickinson, "If you were coming in the Fall"

Dickinson, "I Heard a Fly buzz"

Dickinson, "The Bustle in a House"

Dickinson, "Success is counted sweetest"

Dickinson, "My life closed twice"

Dickinson, "Because I could not stop for Death"

Planning: Follow these instructions to prepare to write your poetry explication. Have this done by the day before the paper is to be written.

Use the questions on your group presentation handout to analyze the poem as thoroughly as possible. Write your responses to these questions in note form.

Outline the poem by doing a line-by-line paraphrase.

Read the directions for writing the explication and be prepared to write the paper in class on the date given.

Writing the explication: Follow these instructions.

Prepare your introductory paragraph. Mention title and author and begin by focusing on the overall dramatic situation of the poem: "_______" by __________ dramatizes the conflict between . . . . Describe the elements of the dramatic situation in the introduction to set up your line-by-line analysis in the body paragraphs. Use the questions on the group presentation handout to write this paragraph.

Use the line-by-line paraphrase as a foundation for your body paragraphs. Be sure to draw attention to the poem’s structure and use of poetic devices in your body paragraphs.

Prepare your concluding paragraph. This paragraph should tell how the dramatic situation, structure, and poetic devices develop the poem’s main message, or theme.

Helpful suggestions:

Look at website on poetry explications listed under "Links" on the English section of www.speakwrite.net. Although there are some variations in the assignments on these sites, they all have helpful approaches to the task of explication.

Always refer to the character speaking in the poem as the speaker, persona, or voice of the poem—not the poet. In other words, instead of writing "In this line Dickinson is saying . . . ," express your idea like this "In this line the speaker is saying . . . ."

See Form for Final Copies of Papers for more detailed instructions on form for in-class papers.

Use present tense to discuss the speaker and what happens in the poem.

To avoid using forms of the verb "to be" too much, use more vivid verbs to express what the poem shows. This suggestion and most of the list below is from "Poetry Explications" at http://www.unc.edu/depts/weweb/handouts/poetry-explication.html.

dramatizes

presents

illustrates

characterizes

underlines

asserts

poses

enacts

connects

portrays

contrasts

juxtaposes

suggests

implies

shows

addresses

demonstrates

emphasizes

stresses

accentuates

enables

Consider the relationship between the speaker, his or her subject, and the intended audience, if there is a specific audience intended for the poem. Look in particular at the speaker’s attitude, or tone, toward the subject of the poem.

	Date: to be written in class
	Definition: A poetry explication is usually a line-by-line analysis of a poem that describes how elements of dramatic situation, structure, and poetic devices are used to develop the theme. Below are directions for planning and writing a poetry explication.
	Length: at least five paragraphs of at least 6-8 sentences each.
	Poems: Choose one of the following for this assignment It does not have to be the one your group presented in class.

	Whitman, "A sight in camp"
	Whitman, "Beat! Beat! Drums!"
	Dickinson, "If you were coming in the Fall"
	Dickinson, "I Heard a Fly buzz"
	Dickinson, "The Bustle in a House"
	Dickinson, "Success is counted sweetest"
	Dickinson, "My life closed twice"
	Dickinson, "Because I could not stop for Death"

	Use the questions on your group presentation handout to analyze the poem as thoroughly as possible. Write your responses to these questions in note form.
	Outline the poem by doing a line-by-line paraphrase.
	Read the directions for writing the explication and be prepared to write the paper in class on the date given.

	Look at website on poetry explications listed under "Links" on the English section of www.speakwrite.net. Although there are some variations in the assignments on these sites, they all have helpful approaches to the task of explication.
	Always refer to the character speaking in the poem as the speaker, persona, or voice of the poem—not the poet. In other words, instead of writing "In this line Dickinson is saying . . . ," express your idea like this "In this line the speaker is saying . . . ."
	See Form for Final Copies of Papers for more detailed instructions on form for in-class papers.
	Use present tense to discuss the speaker and what happens in the poem.
	To avoid using forms of the verb "to be" too much, use more vivid verbs to express what the poem shows. This suggestion and most of the list below is from "Poetry Explications" at http://www.unc.edu/depts/weweb/handouts/poetry-explication.html.

	presents
	illustrates
	characterizes
	underlines
	asserts
	poses
	enacts
	connects
	portrays
	contrasts
	juxtaposes
	suggests
	implies
	shows
	addresses
	demonstrates
	emphasizes
	stresses
	accentuates
	enables