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Copy of Poetry Analysis Assignment

This document provides instructions for a poetry analysis assignment. Students are asked to choose a poem of at least 10 lines that they have not deeply studied. They will annotate the poem using the TPCASTT method, noting literary devices and their effects. Students will then write a multi-paragraph analysis discussing these elements and interpreting the poem's meaning based on their annotations. The assignment aims to have students closely read and understand a poem through annotation before developing their own analysis.

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36 views3 pages

Copy of Poetry Analysis Assignment

This document provides instructions for a poetry analysis assignment. Students are asked to choose a poem of at least 10 lines that they have not deeply studied. They will annotate the poem using the TPCASTT method, noting literary devices and their effects. Students will then write a multi-paragraph analysis discussing these elements and interpreting the poem's meaning based on their annotations. The assignment aims to have students closely read and understand a poem through annotation before developing their own analysis.

Uploaded by

Namele less
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Poetry Analysis ASSIGNMENT

Instructions:
1. Choose a poem to analyze. This can be the same poem you chose for the Poetry Exploration
activity or a new one. Please choose a poem that you have not studied in depth before and that is
at least 10 lines in length.
2. Copy the text of the poem into a new document. (or print it out)
3. Review the TPCASTT Analysis method to help you with the next step.
4. Colour Mark/Annotateyour poem. Make sure your annotations are clear as well as easy to read
and follow. There should be a clear legend on your document. SPEND AT LEAST ONE CLASS
PERIOD ON THIS STEP. THIS WILL FORM THE BASIS FOR YOUR WRITTEN ANALYSIS.
5. Using your annotations, write a multi-paragraph analysis of your poem, following the
TPCASTT method. You may use headings to organize your response if you wish. Be sure to
comment on the EFFECTS of the different tools the writer uses in the Connotation section.
Don’t just identify the device–explain its role in the poem. Think; WHY did the writer use this
particular device–what effect does it create? (Ex. The anaphora of “Do you” creates the feeling that
the speaker is interrogating the listener.)
6. Refer to the Poetry Terms Guide to help you with your annotations and analysis.
7. SUBMIT your findings to your Assignment Folder by the end of Wednesday Sept 27.
NOTES:
● Do not rush through this assignment. Read the poem several times and take at least one full class
period to annotate/colour mark it.
● First person is absolutely fine for the written analysis–this is NOT a formal essay.
● You are welcome to colour mark/annotate your poem on paper and submit a CLEAR photo of it OR
do so electronically.
● Ask me for help!
● RESIST THE URGE TO LOOK UP AN ANALYSIS OF YOUR POEM. I want to know what YOU
think of it. It’s tricky not to plagiarize once you consult other sources for this assignment–so avoid
that trap as it has serious consequences..

TYPCASTT Method

T ITLE

Examine the title before reading the poem.Allow it to inform what you may be reading
about and how you are expected to interpret the poem.
Document these thoughts.
P ARAPHRASE
–Tell me what the poem is about in a few sentences max.
Translate the poem into your own words (literal / or the gist of it).
Resist the urge to jump to interpreting the lines.
Look for: Syntactical units (complete sentences rather than line by line; often lines that
have no end punctuation are meant to flow into the next line)
Enjambment vs. end-stopped lines.

C ONNOTATION

Examine the poem for meaning beyond the literal. Identify AND COMMENT on the EFFECTS
of these devices. Think about what effect each creates for the reader. Why might the writer
have used this device in this particular way?

Look for: Diction (choice of words, sounds of those words, vocabulary, etc.)
Imagery – especially metaphors, similes, personification.
Symbolism
Irony – paradox (contradictory statement), understatement, oxymoron (2
contradictory words)
Allusions
Effect of sound devices (alliteration, onomatopoeia, assonance, consonance,
euphony, cacophony, rhyme)
All other Literary Terms that Might Emerge

A
TTITUDE

Tone: Examine the speaker’s and poet’s attitudes. Do not confuse the two people.
Look for:Speaker’s attitude toward self, other characters, and the subject.
Poet’s attitude toward the speaker, other characters, subject, and the reader.

S HIFTS

Note shifts in speaker and attitudes.


Look for:Occasion of the poem (time and place)
Key signal words (but, yet...)
Punctuation (dashes, periods, colons, ellipses, periods)
Stanza / canto divisions
Changes in line and/or stanza length
Changes in rhythm
Irony (sometimes irony hides shifts)
Effect of structure on the meaning

T ITLE

Examine the title again, this time on an interpretive level.


Document your reflections.

T HEME

List what the poem is about (the subjects)


Determine what the poet is saying about each of those subjects (= theme)
Theme is expressed as a complete sentence

Rubric
Essential Learning Description Level 3 Criteria:

Reading Read and demonstrate an understanding Student demonstrates a solid


of a variety of literary, informational, and understanding of the poem and
graphic texts, using a range of strategies its elements.
to construct meaning
Student uses annotations/colour
marking process effectively:
follows the TPCASTT method,
variety of devices noted, use of
legend, point form annotations
describing effect of tools devices
is used

Writing Recognize and apply knowledge of forms Written analysis is clearly


and styles to develop and organize my organized, easy to follow and
writing by generating, gathering, and offers a thoughtful interpretation
organizing ideas and information to write of the poem and its features.
Follows the TYPCASTT method
for an intended purpose and audience
successfully. Effective
paragraphs, spelling and
Use editing and proofreading and grammar are utilized.
knowledge of language conventions, to
correct errors and refine expression

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