poetry explication essay example

Poetry Explications

What this handout is about.

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 techniques of approaching and writing a poetry explication, and includes parts of two sample explications.

Preparing to write the explication

Before you try to tackle your first draft of the explication, it’s important to first take a few preliminary steps to help familiarize yourself with the poem and reveal possible avenues of analysis.

• Read the poem or excerpt of poetry silently, then read it aloud (if not in a testing situation). Repeat as necessary.
• Circle, highlight, underline, or otherwise note specific moments that caught your attention as you were reading, and reflect on why you noticed them. These could be moments that made sense to you, profoundly confused you, or something in between. Such moments might be single words, phrases, or formal features (e.g., rhyme, meter, enjambment).
• Reflect on the poem and what it conveyed to you as a reader. You might not be able to fully and logically describe this, but take note of what you noticed. You might consider jotting down your initial thoughts after your first reading, and then noting how your ideas changed after you re-read the poem.

The large issues

Before you really delve into linguistic and formal elements, it’s first important to take a step back and get a sense of the “big picture” of a poem. The following key questions can be helpful when assessing a poem’s overall message:

How did the poem affect you as a reader? The word “affect” can be helpful to consider here since it denotes the overall subjective experience one has in response to reading something (or seeing or experiencing anything, really). This can encompass thoughts, emotions, moods, ideas, etc.—whatever the experience produced in you as a person. You can ask yourself what affective, or emotional, atmosphere the poem produced, even if something about it is difficult to describe. What adjective would you use to describe the tone of the poem? Happy? Sad? Thoughtful? Despairing? Joyous? How did the poem make you feel generally? Did the poem bring to mind certain ideas or images, etc.?

Does the poem have an identifiable speaker or addressee? Is the poem attributed to a specific speaker, or is this unclear or ambiguous? Is the speaker clearly addressing a specific second person audience, or a general one, or does this not come up? Is there a specific dramatic motivation driving the speaker to speak? You may have to make decisions about how to discuss the speaker or addressee in your explication, so it’s worth noticing how the poem is framed.

What seems to be the larger theme, or point, of the poem? This is the first question to try to address. Even if the larger message of the poem seems highly ambiguous, it’s important to first try to get a sense of this before you can move into analyzing the poem more fully. Does the poem seem to be an attempt to understand something? To appreciate something? To express a feeling? To work through a complex idea? To convey an image? Some combination of motivations?

After considering these questions, keep in mind that it’s okay if the poem still confuses you or eludes your full understanding. In fact, this sense of mystery can encourage further thought when trying to explicate a poem. Keep thinking carefully about the intricacies of the language and you may be able to convey some of this sense in your explication.

The details

To analyze the design of the poem, we must focus on the poem’s parts, namely how the poem dramatizes conflicts or ideas in language. By concentrating on the parts, we develop our understanding of the poem’s structure, and we gather support and evidence for our interpretations. Some of the details we should consider include the following:

• Form: Does the poem represent a particular form (sonnet, sestina, etc.)? Does the poem present any unique variations from the traditional structure of that form?
• Rhetoric: How does the speaker make particular statements? Does the rhetoric seem odd in any way? Why? Consider the predicates and what they reveal about the speaker.
• Syntax: Consider the subjects, verbs, and objects of each statement and what these elements reveal about the speaker. Do any statements have convoluted or vague syntax?
• Vocabulary: Why does the poet choose one word over another in each line? Do any of the words have multiple or archaic meanings that add other meanings to the line? Use the Oxford English Dictionary as a resource.

The patterns

As you analyze the design line by line, look for certain patterns to develop which provide insight into the dramatic situation, the speaker’s state of mind, or the poet’s use of details. Some of the most common patterns include the following:

• Rhetorical Patterns: Look for statements that follow the same format.
• Rhyme: Consider the significance of the end words joined by sound; in a poem with no rhymes, consider the importance of the end words.
• Patterns of Sound: Alliteration and assonance create sound effects and often cluster significant words.
• Visual Patterns: How does the poem look on the page?
• Rhythm and Meter: Consider how rhythm and meter influence our perception of the speaker and language.

Basic terms for talking about meter

Meter (from the Greek metron, meaning measure) refers principally to the recurrence of regular beats in a poetic line. In this way, meter pertains to the structure of the poem as it is written.

The most common form of meter in English verse since the 14th century is accentual-syllabic meter, in which the basic unit is the foot. A foot is a combination of two or three stressed and/or unstressed syllables. The following are the four most common metrical feet in English poetry:

• IAMBIC (the noun is “iamb”): an unstressed syllable followed by a stressed syllable, a pattern which comes closest to approximating the natural rhythm of speech. Note line 23 from Shelley’s “Stanzas Written in Dejection, Near Naples”: ⏑ / ⏑ / ⏑ / ⏑ / And walked | with in | ward glo | ry crowned
• TROCHAIC (the noun is “trochee”): a stressed followed by an unstressed syllable, as in the first line of Blake’s “Introduction” to Songs of Innocence: / ⏑ / ⏑ / ⏑ / Piping | down the | valleys | wild
• ANAPESTIC (the noun is “anapest”): two unstressed syllables followed by a stressed syllable, as in the opening to Byron’s “The Destruction of Sennacherib”: ⏑ ⏑ / ⏑ ⏑ / ⏑ ⏑ / ⏑ ⏑ / The Assyr | ian came down | like the wolf | on the fold
• DACTYLIC (the noun is “dactyl”): a stressed syllable followed by two unstressed syllables, as in Thomas Hardy’s “The Voice”: / ⏑ ⏑ / ⏑ ⏑ / ⏑ ⏑ / ⏑ ⏑ Woman much | missed, how you | call to me, | call to me

Meter also refers to the number of feet in a line:

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.

I got rhythm

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.

Writing the explication

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

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

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 conclusion

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.

Tips to keep in mind

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:

An example of an explication written for a timed exam

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.

Suggestions for improvement

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.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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A Full Guide to Writing a Perfect Poem Analysis Essay

01 October, 2020

14 minutes read

Author:  Elizabeth Brown

Poem analysis is one of the most complicated essay types. It requires the utmost creativity and dedication. Even those who regularly attend a literary class and have enough experience in poem analysis essay elaboration may face considerable difficulties while dealing with the particular poem. The given article aims to provide the detailed guidelines on how to write a poem analysis, elucidate the main principles of writing the essay of the given type, and share with you the handy tips that will help you get the highest score for your poetry analysis. In addition to developing analysis skills, you would be able to take advantage of the poetry analysis essay example to base your poetry analysis essay on, as well as learn how to find a way out in case you have no motivation and your creative assignment must be presented on time.

What Is a Poetry Analysis Essay?

A poetry analysis essay is a type of creative write-up that implies reviewing a poem from different perspectives by dealing with its structural, artistic, and functional pieces. Since the poetry expresses very complicated feelings that may have different meanings depending on the backgrounds of both author and reader, it would not be enough just to focus on the text of the poem you are going to analyze. Poetry has a lot more complex structure and cannot be considered without its special rhythm, images, as well as implied and obvious sense.

While analyzing the poem, the students need to do in-depth research as to its content, taking into account the effect the poetry has or may have on the readers.

Preparing for the Poetry Analysis Writing

The process of preparation for the poem analysis essay writing is almost as important as writing itself. Without completing these stages, you may be at risk of failing your creative assignment. Learn them carefully to remember once and for good.

Thoroughly read the poem several times

The rereading of the poem assigned for analysis will help to catch its concepts and ideas. You will have a possibility to define the rhythm of the poem, its type, and list the techniques applied by the author.

While identifying the type of the poem, you need to define whether you are dealing with:

• Lyric poem – the one that elucidates feelings, experiences, and the emotional state of the author. It is usually short and doesn’t contain any narration;
• Limerick – consists of 5 lines, the first, second, and fifth of which rhyme with one another;
• Sonnet – a poem consisting of 14 lines characterized by an iambic pentameter. William Shakespeare wrote sonnets which have made him famous;
• Ode – 10-line poem aimed at praising someone or something;
• Haiku – a short 3-line poem originated from Japan. It reflects the deep sense hidden behind the ordinary phenomena and events of the physical world;
• Free-verse – poetry with no rhyme.

The type of the poem usually affects its structure and content, so it is important to be aware of all the recognized kinds to set a proper beginning to your poetry analysis.

Find out more about the poem background

Find as much information as possible about the author of the poem, the cultural background of the period it was written in, preludes to its creation, etc. All these data will help you get a better understanding of the poem’s sense and explain much to you in terms of the concepts the poem contains.

Define a subject matter of the poem

This is one of the most challenging tasks since as a rule, the subject matter of the poem isn’t clearly stated by the poets. They don’t want the readers to know immediately what their piece of writing is about and suggest everyone find something different between the lines.

What is the subject matter? In a nutshell, it is the main idea of the poem. Usually, a poem may have a couple of subjects, that is why it is important to list each of them.

In order to correctly identify the goals of a definite poem, you would need to dive into the in-depth research.

Check the historical background of the poetry. The author might have been inspired to write a poem based on some events that occurred in those times or people he met. The lines you analyze may be generated by his reaction to some epoch events. All this information can be easily found online.

Choose poem theories you will support

In the variety of ideas the poem may convey, it is important to stick to only several most important messages you think the author wanted to share with the readers. Each of the listed ideas must be supported by the corresponding evidence as proof of your opinion.

The poetry analysis essay format allows elaborating on several theses that have the most value and weight. Try to build your writing not only on the pure facts that are obvious from the context but also your emotions and feelings the analyzed lines provoke in you.

How to Choose a Poem to Analyze?

If you are free to choose the piece of writing you will base your poem analysis essay on, it is better to select the one you are already familiar with. This may be your favorite poem or one that you have read and analyzed before. In case you face difficulties choosing the subject area of a particular poem, then the best way will be to focus on the idea you feel most confident about. In such a way, you would be able to elaborate on the topic and describe it more precisely.

Now, when you are familiar with the notion of the poetry analysis essay, it’s high time to proceed to poem analysis essay outline. Follow the steps mentioned below to ensure a brilliant structure to your creative assignment.

Best Poem Analysis Essay Topics

• Mother To Son Poem Analysis
• We Real Cool Poem Analysis
• Invictus Poem Analysis
• Richard Cory Poem Analysis
• Ozymandias Poem Analysis
• Barbie Doll Poem Analysis
• Caged Bird Poem Analysis
• Ulysses Poem Analysis
• Dover Beach Poem Analysis
• Annabelle Lee Poem Analysis
• Daddy Poem Analysis
• The Raven Poem Analysis
• The Second Coming Poem Analysis
• Still I Rise Poem Analysis
• If Poem Analysis
• Fire And Ice Poem Analysis
• My Papa’S Waltz Poem Analysis
• Harlem Poem Analysis
• Kubla Khan Poem Analysis
• I Too Poem Analysis
• The Juggler Poem Analysis
• The Fish Poem Analysis
• Jabberwocky Poem Analysis
• Charge Of The Light Brigade Poem Analysis
• The Road Not Taken Poem Analysis
• Landscape With The Fall Of Icarus Poem Analysis
• The History Teacher Poem Analysis
• One Art Poem Analysis
• The Wanderer Poem Analysis
• We Wear The Mask Poem Analysis
• There Will Come Soft Rains Poem Analysis
• Digging Poem Analysis
• The Highwayman Poem Analysis
• The Tyger Poem Analysis
• London Poem Analysis
• Sympathy Poem Analysis
• I Am Joaquin Poem Analysis
• This Is Just To Say Poem Analysis
• Sex Without Love Poem Analysis
• Strange Fruit Poem Analysis
• Dulce Et Decorum Est Poem Analysis
• Emily Dickinson Poem Analysis
• The Flea Poem Analysis
• The Lamb Poem Analysis
• Do Not Go Gentle Into That Good Night Poem Analysis
• My Last Duchess Poetry Analysis

Poem Analysis Essay Outline

As has already been stated, a poetry analysis essay is considered one of the most challenging tasks for the students. Despite the difficulties you may face while dealing with it, the structure of the given type of essay is quite simple. It consists of the introduction, body paragraphs, and the conclusion. In order to get a better understanding of the poem analysis essay structure, check the brief guidelines below.

Introduction

This will be the first section of your essay. The main purpose of the introductory paragraph is to give a reader an idea of what the essay is about and what theses it conveys. The introduction should start with the title of the essay and end with the thesis statement.

The main goal of the introduction is to make readers feel intrigued about the whole concept of the essay and serve as a hook to grab their attention. Include some interesting information about the author, the historical background of the poem, some poem trivia, etc. There is no need to make the introduction too extensive. On the contrary, it should be brief and logical.

Body Paragraphs

The body section should form the main part of poetry analysis. Make sure you have determined a clear focus for your analysis and are ready to elaborate on the main message and meaning of the poem. Mention the tone of the poetry, its speaker, try to describe the recipient of the poem’s idea. Don’t forget to identify the poetic devices and language the author uses to reach the main goals. Describe the imagery and symbolism of the poem, its sound and rhythm.

Try not to stick to too many ideas in your body section, since it may make your essay difficult to understand and too chaotic to perceive. Generalization, however, is also not welcomed. Try to be specific in the description of your perspective.

Make sure the transitions between your paragraphs are smooth and logical to make your essay flow coherent and easy to catch.

In a nutshell, the essay conclusion is a paraphrased thesis statement. Mention it again but in different words to remind the readers of the main purpose of your essay. Sum up the key claims and stress the most important information. The conclusion cannot contain any new ideas and should be used to create a strong impact on the reader. This is your last chance to share your opinion with the audience and convince them your essay is worth readers’ attention.

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Poem Analysis Essay Examples 

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:

• https://study.com/academy/lesson/poetry-analysis-essay-example-for-english-literature.html
• https://www.slideshare.net/mariefincher/poetry-analysis-essay

Writing Tips for a Poetry Analysis Essay

If you read carefully all the instructions on how to write a poetry analysis essay provided above, you have probably realized that this is not the easiest assignment on Earth. However, you cannot fail and should try your best to present a brilliant essay to get the highest score. To make your life even easier, check these handy tips on how to analysis poetry with a few little steps.

• In case you have a chance to choose a poem for analysis by yourself, try to focus on one you are familiar with, you are interested in, or your favorite one. The writing process will be smooth and easy in case you are working on the task you truly enjoy.
• Before you proceed to the analysis itself, read the poem out loud to your colleague or just to yourself. It will help you find out some hidden details and senses that may result in new ideas.
• Always check the meaning of words you don’t know. Poetry is quite a tricky phenomenon where a single word or phrase can completely change the meaning of the whole piece. 
• Bother to double check if the conclusion of your essay is based on a single idea and is logically linked to the main body. Such an approach will demonstrate your certain focus and clearly elucidate your views. 
• Read between the lines. Poetry is about senses and emotions – it rarely contains one clearly stated subject matter. Describe the hidden meanings and mention the feelings this has provoked in you. Try to elaborate a full picture that would be based on what is said and what is meant.

Write a Poetry Analysis Essay with HandmadeWriting

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There are a lot of benefits why you should refer to the professional writing agencies in case you are not in the mood for elaborating your poetry analysis essay. We will only state the most important ones:

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• How to write a literary analysis essay | A step-by-step guide

How to Write a Literary Analysis Essay | A Step-by-Step Guide

Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.

Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.

A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.

Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :

• An introduction that tells the reader what your essay will focus on.
• A main body, divided into paragraphs , that builds an argument using evidence from the text.
• A conclusion that clearly states the main point that you have shown with your analysis.

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Table of contents

Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.

The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.

Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.

To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.

Language choices

Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?

What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).

Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.

Narrative voice

Ask yourself:

• Who is telling the story?
• How are they telling it?

Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?

Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.

The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?

Consider how the text is structured, and how the structure relates to the story being told.

• Novels are often divided into chapters and parts.
• Poems are divided into lines, stanzas, and sometime cantos.
• Plays are divided into scenes and acts.

Think about why the author chose to divide the different parts of the text in the way they did.

There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?

With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.

In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for  dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.

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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.

If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:

Essay question example

Is Franz Kafka’s “Before the Law” a religious parable?

Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:

Thesis statement example

Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.

Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.

Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.

Say you’re analyzing the novel Frankenstein . You could start by asking yourself:

Your initial answer might be a surface-level description:

The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .

However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:

Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.

Finding textual evidence

To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.

It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.

To start your literary analysis paper, you’ll need two things: a good title, and an introduction.

Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.

A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.

If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.

“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”

The introduction

The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.

A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.

Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!

If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.

The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.

Paragraph structure

A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.

Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.

In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.

Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.

Topic sentences

To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.

A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:

… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.

Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.

This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.

Using textual evidence

A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.

It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:

It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.

In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:

The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.

A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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Caulfield, J. (2023, August 14). How to Write a Literary Analysis Essay | A Step-by-Step Guide. Scribbr. Retrieved April 8, 2024, from https://www.scribbr.com/academic-essay/literary-analysis/

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Best Poetry Essay Examples

Poetry explication.

942 words | 4 page(s)

The poem “The Tyger”, written by William Blake (Kirszner and Mandell, 2013), explores the idea of the sublime, which involves the juxtaposition of both pleasure and fear to create a sensation of awe. In the poem, Blake discusses the magnificence of the tiger as one of God’s creations. Throughout the poem, Blake uses the poetic elements of metaphor and personification to show how the natural world inspires him to feel the sublime as a reflection of God’s power.

Blake’s use of metaphor to describe the awe-inspiring tiger focuses on the magnificence of the animal. In the first stanza of the poem, for example, he begins by offering a direct address in the form of a metaphor: “Tyger Tyger, burning bright” (Kirszner and Mandell, 2013, p. 1146). Here the metaphor compares the tiger to a flame or a fire, suggesting at once both beauty and danger. Just as a fire can be mesmerizing, it can also be enormously destructive, eluding the control of human beings and surpassing them in both beauty and power; by drawing this comparison Blake draws the reader’s attention not only to the splendour of the animal but also its inhuman and untameable power.

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The comparison is extended in an even more direct manner in the second stanza, when Blake describes “the fire of thine eyes” (Kirszner and Mandell, 2013, p. 1146). This metaphor once again draws attention to the tiger’s inhuman power and beauty by comparing him to a fire. By focusing on the tiger’s eyes – the portion of the anatomy which traditionally reveals the personality – the comparison to fire again highlights the alien nature of the tiger, which is fundamentally different to a human being and therefore both fascinating and fearful. Just like the previous image of the tiger as a fire, however, this metaphor portrays the tiger as both mesmerizingly exquisite and horrifically terrifying. The metaphor invites the readers to meet the tiger’s gaze, thereby heightening the impression of awe that Blake is creating.

As the poem progresses, Blake takes the metaphor of fire further, in suggesting that the tiger is a forged artefact: the process of forging metal brings fire under human control, and this comparison therefore implies the immense power that must have been needed to create such a magnificent animal. The speaker of the poem asks: “What the hammer? what the chain, / In what furnace was thy brain? / What the anvil?” (Kirszner and Mandell, 2013, p. 1146). This series of questions metaphorically suggests that the tiger is not only powerful and inhuman, but is also a construction, just as human beings were said to have been constructed by God from the clay of the earth. Blake’s metaphor makes use of the terminology of blacksmithing to remind readers of this biblical story of the creation of man, once again suggesting the tiger’s superior strength as metal is compared to clay.

This metaphor in turn brings Blake around to the description of the tiger’s maker, and in the following stanza he compares the tiger’s maker to a blacksmith: “What the hand, dare seize the fire?” (Kirszner and Mandell, 2013, p. 1146). In this metaphor, God is compared to a blacksmith capable of taming and controlling this fire which for a human would be utterly uncontrollable. This comparison, in following on from the previous extended metaphor of the fire and the forge, emphasises the colossal strength and power of God, the maker, who has been capable of wielding such potent tools. The line “what shoulder, and what art” implies both strength and skill: it provides a physicality to the description of God which makes it easier for the reader, as a human being, to compare his own physical abilities to those needed to “forge” the tiger, and to see how much greater that strength must have been. By comparing God to a blacksmith and the tiger to a forged tool or artefact, Blake is emphasising the awe-inspiring power of God.

Finally, Blake uses personification towards the end of the poem to suggest that this sublime realisation of God’s power and humanity’s inferiority is felt not only by himself, but universally. He writes, “the stars threw down their spears / And water’d heaven with their tears” (Kirszner and Mandell, 2013, p. 1146). In these lines the stars are personified as heavenly beings, making them seem as remote, alien, and superior to humans as the tiger is; however, the imagery of water is in direct contrast to the previous metaphors of fire, and suggest sympathy for the human beings who will have to live alongside these fearsome creatures. The sorrow and implied disapproval of these personified heavenly beings for God’s work call to mind the angels who rebelled against God and were thrown from heaven, suggesting that God can be both harsh and punitive, as well as kind and merciful; this dual description echoes the central metaphor of the poem of God as a blacksmith, suggesting that God created a world not only full of beauty and nurturing to his creations, but also full of danger and violence, where his creations were free to conflict with each other.

As can be seen, then, Blake uses metaphor and personification throughout the poem to describe his feelings of awe at contemplating the overwhelming power that must have been needed to create an animal as magnificent and terrifying as the tiger. The metaphor draws the reader into an identification with God in such a manner as to emphasise his inferior strength, ability, and understanding.

• Blake, W. (2013). “The Tyger.” In L. G. Kirszner and S. R. Mandell (eds.), Compact Literature: Reading, Reacting, Writing, 8th Edition (p. 1146). Boston, MA: Cengage Learning.

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Langston Hughes’ “Mother to Son”. Poetry Explication Essay

Introduction, literary elements.

It is a well-known fact that James Mercer Langston Hughes is one of the most influential voices of the Harlem Renaissance. Many of his texts reflect the importance of human experience and the culture of his era. Langston Hughes’s “Mother to Son” poem is a powerful message, which a mother conveys to her child as instruction and moral support. The purpose of this paper is to analyze the poem and discuss the way the use of literary elements contributes to building a complex message contained in the text.

The essence of the poem revolves around the idea that life was not a crystal staircase for the main heroine, who is the speaker, and she warns her child about it. Also, the poem explains that life is not an adventure or a journey that should be taken for the sake of self-knowledge, but exhausting work and long, tedious walking. The mother’s instruction encourages the son to continue walking and not give up despite the possible obstacles he might come across in his life.

Notably, from the very first line, the mother addresses her child directly and encourages him to listen to her: “Well, son, I’ll tell you” (1. 1). The manner of speaking is informal, which implies that the relationship is close but also that the conversation will not be easy. The second line – “Life for me ain’t been no crystal stair.” – immediately reveals the main message of the conversation (1. 2). The woman warns her child that life has never been easy for her.

From the third line, the woman compares her life path to someone else’s for whom it was easier to live. For the mother, her life path was full of “splinters” and “boards were torn up,” which is indicated in the fourth and fifth lines directly (1. 4-5). It may be assumed that fear was one of the dominating feelings for the woman, and each new step made on the staircase could bring something new of which to be afraid. In addition, the next lines imply that the woman has had no support at some points in her life because sometimes the floor was “bare” (1. 6-7). The mother says to her son that there have always been instances when she had no support, which was accompanied by poor living conditions (“no carpet”), and so her journey was a struggle (1. 6).

Interestingly, starting from the eighth line, the mood changes slightly. The woman tells her son that, despite the complexities faced (“but all the time”), she is moving forward: “I’ve been a-climbin’ on” (2. 8-9). She wants her son to continue climbing the metaphorical stairs and accept the lessons life has prepared for him. Then the mother describes her landings; whenever she was “reachin’ landings,” she would make a turn or take some time to relax (2. 10). In lines twelve-thirteen, she still warns her child that sometimes she had to continue to walk in places where there was no light, but she was not afraid of this. It may be assumed that the woman wants her son to be a strong person ready to face the possible threats the stairs may offer. It is impossible to say if the mother was the first one to climb the stairs in the darkness or if she was one of the many people who were doing this. Every reader needs to interpret these two lines according to their worldview.

Further on, the woman wants to make sure the son is listening to her attentively, and so she addresses him directly: “So boy, don’t you turn back” (3. 14). She wants to make sure he does not “turn back” despite the adversities of life and the possible oppression (3. 14). She tries to warn him that there is nothing down the staircase that could help him overcome the dangerous steps, so he simply needs to continue climbing up. Then she continues instructing and advising him not to “set down on the steps” because this will not help solve any problem but only complicate the setting (3. 15-16). In the most difficult situations, the son needs to pull himself in hand and overcome his fears instead of taking a break.

Inline seventeen, the woman also warns her child that the higher he gets, the more dangerous it becomes to “fall” down, so he needs to be careful and cautious (3. 17). The stairs are full of obstacles, splinters, and broken boards, and it is quite possible that the higher he gets, the more challenges might emerge. Therefore, he needs to be careful about the choices he makes to ensure some of those obstacles are prevented.

Importantly, the last three lines of the final stanza conclude the main message of the talk between a mother and a child. The woman states that she still chooses to continue her difficult journey, although she has had enough challenges and limitations. She is “still climbin’,” and she wants her son never to give up as well (3. 19). She repeats that her life “ain’t been no crystal stair,” but it is her decision and desire to continue climbing (3. 20). This is the world in which they are living, and they should accept the adversities it brings them.

Curiously, in his poem, Langston Hughes expands the metaphor, building up meanings around a certain idea. In this case, the metaphor of a ladder reflects the woman’s complex life path and how she copes with difficulties. The physical structure of the poem connects the form with the metaphor since the lines of the text (a combination of short and long lines) reflect the shape of the stairs. The shape of the ladder is supported by the free verse and absence of a particular rhyme.

Apart from that, the topics of light and darkness may be regarded as symbols. Sometimes, the woman has to walk in complete darkness (or in the absence of light), which indicates that there have been situations when she had no hope for the better. In addition, it may be assumed that the mother was unsure of where she was going and if she was walking in the correct direction.

In terms of language, the reader may notice that the speaker uses colloquial language. This has been done intentionally to reveal to the reader that the woman is less educated, and her life is not perfect. It may be suggested that informal language was used as a tool to create a generalized image of people of that time who were facing oppression and wanted to warn their children about the challenges.

Thus, it can be concluded that Langston Hughes has built the metaphor of a staircase on several levels. The powerful message that the mother conveys to her son reflects the inspirational insistence of the woman. Through her own example, she is trying to encourage her son to fight since he will inevitably encounter the difficulties inherent in an unequal society. Through the metaphor of a staircase, the poet introduces the challenges this woman has faced and reveals that she is willing to pass her endurance to her child.

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IvyPanda. (2021, August 1). Langston Hughes' "Mother to Son". Poetry Explication. https://ivypanda.com/essays/langston-hughes-mother-to-son-poetry-explication/

"Langston Hughes' "Mother to Son". Poetry Explication." IvyPanda , 1 Aug. 2021, ivypanda.com/essays/langston-hughes-mother-to-son-poetry-explication/.

IvyPanda . (2021) 'Langston Hughes' "Mother to Son". Poetry Explication'. 1 August.

IvyPanda . 2021. "Langston Hughes' "Mother to Son". Poetry Explication." August 1, 2021. https://ivypanda.com/essays/langston-hughes-mother-to-son-poetry-explication/.

1. IvyPanda . "Langston Hughes' "Mother to Son". Poetry Explication." August 1, 2021. https://ivypanda.com/essays/langston-hughes-mother-to-son-poetry-explication/.

Bibliography

IvyPanda . "Langston Hughes' "Mother to Son". Poetry Explication." August 1, 2021. https://ivypanda.com/essays/langston-hughes-mother-to-son-poetry-explication/.

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Poetry Analysis Essay: How to Become a Pro at It?

Table Of Contents

Poetry analysis essay: an insight into it.

• How to Write a Poetry Analysis Essay? [X Steps]

How to Analyze a Poem & Write About It in Essay?

2 poem analysis examples for college students, who can provide poetry essay help to me “we can”.

There are mountains and valleys far somewhere,

And there are clouds and rain that seem so near,

I feel mixed emotions like a smile on my face or a silent tear,

Every time I think of the God who created all this, and I fear ,

From h ow could He do so much and all we return is more pain to b ear…

This simple poem has an in-depth meaning that can or cannot be understood by all. But usually, when students are studying Literature, they come across some tasks such as poetry analysis essay writing where they are needed to read the write-ups, understand the essence and then conduct an in-depth analysis and write an essay based on it. But if you are new to this concept and have no idea what this is all about, then keep reading this blog for more details!

The simple 3-word term- Poetry Analysis Essay is a piece of writing that students, especially those from a Literature background, are asked to write and submit to the professor to get their degree. It includes:

• Critically review a poem
• Reflecting on the poem’s depth
• Presents the subject of the poem
• Introduces the theme and tone
• Explains the poet’s feelings and perspective

More to this contributes to finally presenting one's understanding of a poem in the form of an essay. Wondering how to write one? Read the below section!

How to Write a Poetry Analysis Essay? [3 Steps]

If you are planning to write a poetry analysis essay, then simply follow the three-step process suggested by the best cheap essay writing service  . Assignment Prime:

Step 1: Choose a Topic

The first step of writing an impressive essay is choosing a topic of your interest. This is crucial because if you make any mistake here, you will get in trouble. So, to help you make this step an easy-going process, here are a few examples:

• Features of Prose
• Sylvia Plath’s Poetry
• Shakespeare’s Sonnets
• Brief on Japanese Haiku
• Relation of Poetry & Feminism

Step 2: Prepare an Outline

The second step of this process is to prepare an outline of the essay to have a clear path to follow. This will thus help you keep away from any distractions that can impact the essay. Here's the ideal outline you should follow:

• Introduction: In this section, you give a brief on the poem's title and introduce the poet.
• Body: This section is for the actual analysis, references, and supporting evidence on the whole poem.
• Conclusion: In this section, you summarize your analysis and mention the key points.

Step 3: Write the Essay

Now that you have a clear title and a set outline to follow, here you start the actual writing process. It includes:

• Read & Analyse the Poem

Begin with reading the whole poem multiple times to understand what the poet is trying to convey through this poem to the audience. Then, analyze the poem from multiple perspectives to get the best and satisfactory outcome.

• Write It Using Simple Language

Once you get what you want from that poem, it's time to present your understanding of that poem to readers. So, go for a simple and easy-to-understand language that can clearly convey your perspective to the audience without any hassle.

• Edit and Proofread It Before Submission

This is the final stage where you go through your essay one last time for errors before submission. The mistakes can be spelling errors, grammatical mistakes, typos, and so on, which hamper the actual meaning of the sentences.

A student should follow three simple steps when drafting a poetry analysis essay. If you are new here and have no idea how to analyze a poem, read the below section to know in detail!

You need to analyze a poem closely and in-depth when writing an essay on it. And while doing that, you need to follow the below-mentioned steps:

Step 1: What Are the Things You Need to Consider for Analyzing a Poem?

• What is the theme of the poetry?
• What language is used in the poem?
• What sound & rhythm are followed in it?
• What is the final framework used in the poem?
• What is the actual context of the poem?

Step 2: What Are the Steps You Need to Follow When Analyzing a Poem?

When you are drafting an analysis on any poem, then you should make sure to follow these simple steps:

• Read the Poem - The first step in this process is to read the poem. Do this multiple times to get better at it every time and get a clear understanding.
• Understand the Title - Often, students ignore this but focus on the title and what it is trying to convey to the audience.
• Know the Speaker - A very important step is to know the speaker and look into his previous works to better understand his thinking and perspective.
• Observe Mood & Tone - It is important to understand the tone of the poem and explain the mood set for this piece of writing.
• Get the Poem Theme - See the big picture and understand the actual theme of this poem.

Step 3: What to Include in Which Section When Writing a Poetry Analysis?

Since you have all the information about the subject and theme ready, it's time you write the essay, and for the same, you need to know which section of the essay should include what information. So, here's everything about it:

• Introduction - You provide a brief of the poem, poet, and theme in the essay's introduction section.
• About the Poem - You include the poem like theme, mood, tone, similes used, and other details in the first section and provide evidence of the same in the second section of the body part in an essay.
• About the Poet - You can include some basic details of the poet, like his name, previous works, his perspective, approach, etc., in the third section of the essay.
• Your Understanding - You can dedicate one last section of the essay to understanding the poem and the poet. This is to present your genuine opinion.
• Take-Away - The conclusion of your essay highlights key points and includes any takeaway from the whole poem for the reader.

These are the three simple steps to analyze a poem for writing a poetry analysis essay. If you are still facing any trouble or doubts, go through the examples mentioned in the below section!

If you are a college-going student who is asked to draft an analysis essay on poetry, then you would be wondering what to do and how to write one, right? In that case, read this blog while considering the poem analysis example ideas below, and you will get a clear picture of the whole process that can help you!

• “Bean Eaters” by Gwendolyn Brooks

• “The Mother” by Gwendolyn Brooks

These are the two top examples that you can refer to whenever you are in need of motivation. But if you are still facing any issue or running out of time, you can seek experts' help online; surprised? Wondering who can help you? Read below!

One common query of students when it comes to a poetry analysis essay is, "Who will provide essay help if I get stuck?" If you also have a similar query or are struggling with a similar thing, turn to Assignment Prime's subject experts. We have a professional team with years of experience who deliver top-notch quality work. Our writers, researchers, editors, proofreaders, and quality analysts deliver flawless and plagiarism-free work right on time and at the most affordable prices.

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How to write a poetry essay

• August 26, 2023

Whether you love literature or are just curious, this guide will help you understand, enjoy, and talk about poetry. So, let’s start exploring the world of lines and symbols, where each one tells a story to discover.

Here are the steps on writing a poetry essay.

Choose a poem

The first step is, of course, to choose a poem to write your essay . 

It should be one that you find interesting, thought-provoking, or emotionally resonant. It’s important to select a poem that you can engage with and analyze effectively.

• Choose a poem that genuinely captures your interest. Look for poems that evoke emotions, thoughts, or curiosity when you read them.
• Consider the themes addressed in the poem. It should offer ample material for analysis.

When choosing a poem

So for this guide, let’s choose Emily Dickinson’s poem “Because I could not stop for Death.” You’ll see a short excerpt of this poem for your understanding. 

Poem example for poetry essay

Because i couldn not stop for Death by Emily Dickinson

       Because I could not stop for Death –        He kindly stopped for me –        The Carriage held but just Ourselves –        And Immortality.        We slowly drove – He knew no haste        And I had put away        My labor and my leisure too,        For His Civility –        We passed the School, where Children strove        At Recess – in the Ring –        We passed the Fields of Gazing Grain –        We passed the Setting Sun –        The poem continues....

This poem is intriguing due to its exploration of mortality, the afterlife, and eternity. The imagery and language in the poem provide ample material for analysis, making it a suitable choice for a comprehensive essay.

After carefully choosing the poem that interests you, understanding the poem is the biggest key to writing an effective and nice poetry essay.

Understand the poem

Reading the poem several times to grasp its meaning is the most important part of a good analysis. You must first analyze the structure, rhyme scheme , meter and literary tools used in the poem.

For a solid understanding, you should:

• Read the poem multiple times to familiarize yourself with its content. Each reading may reveal new insights.
• Identify the central themes or messages the poem conveys.
• Study the rhyme scheme and meter (rhythmic pattern) of the poem.
• Consider how the structure, including its stanzas, lines, and breaks, contributes to the poem's meaning and impact.

For example

Remember, understanding the poem thoroughly is the foundation for a well-informed analysis. Take your time to grasp the poem’s various elements before moving on to the next steps in your essay.

Now that we have a clear understanding of the poem, let’s move into writing the introduction. 

Write a catchy introduction

• Begin with an attention-grabbing hook sentence that piques the reader's interest.
• Provide the necessary information about the poem and its author. Mention the poet's name and title of the poem.
• Offer some context about the poem's time period, literary movement, or cultural influences.
• Present your thesis statement , which outlines the main argument or focus of your essay.

Poetry essay introduction example

Introduction

Thesis statement for poetry essays

A thesis statement is a clear and concise sentence or two that presents the main argument or point of your essay . It provides a roadmap for your reader, outlining what they can expect to find in your essay.

In the case of a poetry essay, your thesis statement should capture the central message, themes, or techniques you’ll be discussing in relation to the poem.

Why is the thesis important for a poetry essay?

By reading your thesis statement, your audience should have a clear idea of what to expect from your poem analysis essay.

When creating a thesis statement, keep these in mind: 

• Start by identifying the key elements of the poem that you want to discuss. These could be themes, literary devices, emotions conveyed, or the poet's intentions.
• Based on the key elements you've identified, formulate a central argument that encapsulates your main analysis. What is the poem trying to convey? What are you trying to say about the poem?
• Your thesis should be specific and focused. Avoid vague or broad statements. Instead, provide a clear direction for your analysis.

Poetry essasy thesis statement example

....(introduction starts) ....(introduction continues) ....(introduction continues) In "Because I could not stop for Death," Emily Dickinson employs vivid imagery, personification, and an unconventional perspective on mortality to explore the transcendence of death and the eternity of the soul. Thesis statement, which is usually the last sentence of your introduction

Analyze language and imagery

Language and image analysis in poetry involves a close examination of the words, phrases and literary devices used by the poet. In this step you must uncover the deeper layers of meaning, emotion and sensory experiences conveyed by the poet’s choice of language and imagery.

Why language and imagery?

• Start by identifying and listing the literary devices present in the poem. These could include metaphors, similes, personification, symbolism, alliteration, onomatopoeia, and more.
• For each identified device, explain its significance. How does it contribute to the poem's meaning, mood, or tone?
• Analyze how the literary devices interact with the context of the poem. How do they relate to the themes, characters, or situations presented in the poem?
• Discuss how the use of specific language and imagery influences the reader's emotional response and understanding of the poem.

Continuing with Emily Dickinson’s “Because I could not stop for Death,” let’s analyze the use of imagery:

Language and imagery analysis example

Lines chosen for analysis

Discuss themes in body paragraphs

Exploring themes helps you grasp the deeper meaning of the poem and connect it to broader human experiences. Understanding the themes allows you to uncover what the poet is attempting to convey and how the poem relates to readers on a universal level.

In this step, you will likely dedicate multiple body paragraphs to the analysis of various aspects of language and imagery. Each body paragraph should focus on a specific literary device, phrase, or aspect of language and imagery.

Here’s how you can structure the body paragraphs.

Poetry essay body paragraphs example

Body Paragraph 1: Identify and Explain Literary Devices

Body Paragraph 2: Context and Interaction with Themes

Body Paragraph 3: Reader's emotional response and understanding

Provide evidence from the poem

Providing evidence involves quoting specific lines or stanzas from the poem to support the points you’re making in your analysis. These quotes serve as concrete examples that demonstrate how the poet uses language, imagery, or literary devices to convey specific meanings or emotions.

• Select lines or stanzas from the poem that directly relate to the point you're making in your analysis.
• Introduce each quote with context, explaining the significance of the lines and how they contribute to your analysis.
• Use quotation marks to indicate that you're using the poet's language.
• After providing the quote, interpret its meaning. Explain how the language, imagery, or devices used in the quoted lines contribute to your analysis.

Providing evidence example

In your essay, you should include several quotes and interpret them to reinforce your points. Quoting specific lines from the poem allows you to showcase the poet’s language while demonstrating how these lines contribute to the poem’s overall expression.

Write a conclusion

Conclusion paragraph is the last sentence of your poem analysis essay. It reinforces your thesis statement and emphasizes your insights.

Additionally, the conclusion offers a chance to provide a final thought that leaves a lasting impression on the reader. In your conclusion, make sure to:

• Start by rephrasing your thesis statement. Remind the reader of the main argument you've made in your essay.
• Provide a concise summary of the main points. Avoid introducing new information; focus on the key ideas.
• Discuss the broader significance or implications. How does the poem's message relate to readers beyond its specific context?
• End with a thoughtful reflection, observation, or question that leaves the reader with something to ponder.

Poetry essay conclusion example

In your essay, the conclusion serves as a final opportunity to leave a strong impression on the reader by summarizing your analysis and offering insights into the poem’s broader significance.

Now, it’s time to double check what you’ve written.

Proofread and revise your essay

Edit your essay for clarity, coherence, tense selection , correct headings , etc. Ensure that your ideas flow logically and your analysis is well-supported. Remember, a poetry essay is an opportunity to delve into the nuances of a poem’s language, themes, and emotions.

• Review each paragraph to ensure ideas flow logically from one to the next.
• Check for grammar and punctuation errors.
• Verify that your evidence from the poem is accurately quoted and explained.
• Make sure your language is clear and effectively conveys your analysis.

By proofreading and revising, you can refine your essay, improving its readability and ensuring that your insights are communicated accurately.

So this was the last part, you’re now ready to write your first poem analysis (poetry) essay. 

Frequently Asked Questions

What should i include in the introduction of a poetry essay.

In the introduction, provide background information about the poem and poet. Include the poem’s title, publication date, and any relevant context that helps readers understand its significance.

Can I include my emotional responses in a poetry essay?

Yes, you can discuss your emotional responses, but ensure they are supported by your analysis of the poem’s literary elements. Avoid focusing solely on personal feelings.

Is it important to understand the poet's background when writing a poetry essay?

While it can provide context, your focus should be on analyzing the poem itself. If the poet’s background is relevant to the poem’s interpretation, mention it briefly.

What's the best way to conclude a poetry essay?

In the conclusion, summarize your main points and tie them together. Offer insights into the poem’s broader significance, implications, or lasting impact.

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13.4: Sample essay on a poem

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Example: Sample essay written on a Langston Hughes' poem

The following essay is a student’s analysis of Langston Hughes’ poem “I, Too” (poem published in 1926) I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then. Besides, They’ll see how beautiful I am

And be ashamed — I, too, am America.

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Student Name

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English 110

Creating Change by Changing Minds

When I log onto Facebook nowadays and scroll through my feed, if it's not advertisements, it's posts talking about the injustices of the world, primarily from racism. These posts are filled with anger and strong hostility. I'm not saying anger is the wrong emotion to feel when faced with injustice, but when that hostility is channeled into violence, this does not bring about justice or change. Long lasting and effective change can only be made through non-violent methods, which is demonstrated by Langston Huges in his poem, "I, Too." In this short poem, Hughes gives many examples of how to effectively and on-violently address and combat racism.

Huges first uses people's religious morality to enlist his readers to resist racism. He starts the poem with his black narrator asserting, "I am the darker brother" (2). Brother to whom? In the Christian religion, a predominate religion during the times of slavery in the U.S and beyond, the terms brother and sister are used to show equality and kinship, and this human connection transcends race. Everyone is equal as children of God, and are all heirs to the promises of divine love and salvation. Simply by the black narrator calling himself a brother, Hughes is attempting to appeal to white Christian Americans, and to deny this connection is to go against the teachings in the Bible about brotherhood. This is very powerful in multiple ways. Firstly, establishing a sense of brotherhood and camaraderie should make anyone who tarnishes that unity feel ashamed. Secondly if anyone truly wishes to receive God's mercy, they would have to treat everyone as equals, or be punished by God, or even be denied eternal life in heaven all together. This technique is effective and long-lasting because the fear or violence inflicted on a person is temporary, but damnation is eternal.

Hughes further combats racism, not through threats of uprisings or reprisals, but rather by transforming hatred into humor and positivity. In response to his segregation, the narrator says, "They send me to eat in the kitchen/When company comes,/But I laugh,/And eat well/And grow strong" (3-7). With this, Hughes rises about racial exclusion and asks his reader to see it for what it is, ridiculous. He also shows how to effectively combat this injustice which is to learn from it and to feel empowered by not letting racists treatment from others hurt, define or hold you back. Additionally, this approach is an invitation to Hughes' white readers to be "in on the joke" and laugh at the mindless and unwarranted exclusion of this appealing and relatable person who is full of confidence and self-worth. Through his narrator, Hughes diffuses racial tensions in an inclusive and non-threatening way, but the underlying message is clear: equality is coming soon. We know he believes this when the poem's speaker states, "Tomorrow,/I'll be at the table/When company comes" (8-10). There is a strong assertion here that racism will not be permitted to continue, but the assertion is not a threat. Hughes carefully navigates the charged issue of racial unity here, particularly at the time he wrote this poem when segregation was in many places in the U.S. the law. The different forms of segregation-emotional, physical, financial, social-that blacks have suffered has and continues to result in violence, but Hughes here shows another path. Highes shows that despite it all, we can still make amends and site down at a table together. As a human family, we can overcome our shameful past by simply choosing to peacefully come together.

Finally Hughes uses American patriotism as a powerful non-violent method to unite his readers to combat racism. The poem concludes, "Besides,/They'll see how beautiful I am/And be ashamed-/I, too, am American" (15-18). Notice how he uses the word American and not American. He is not simply just an inhabitant of America he IS American in that he represents the promise, the overcoming of struggle, and the complicated beauty that makes up this country. He is integral to America's past, present and future. He is, as equally as anyone else, a critical piece in America's very existence and pivotal to its future. As Hughes united his readers through religion and the use of "brother," here he widens the net beyond religion and appeals to all Americans. As we say in our pledge of allegiance, we stand "indivisible with liberty and justice for all." To hate or exclude someone based on race, therefore, is to violate the foundational and inspirational tenants of this country. Hughes does not force or attack in his poem, and he does not promise retribution for all the harms done to blacks. He simple shows that racism in incompatible and contradictory to being truly American, and this realization, this change of heart, is what can bring about enduring change.

It has been shown over and over that violence leads to more violence. Violence might bring about change temporarily, but when people are stripped of choice, violence will reassert itself. Some of the most dramatic social movements that have brought about real change have used non-violent means as seen in Martin Luther King Jr's non-violent protests helping to change U.S. laws and ensure Civil Rights for all, as seen in Gandhi's use of non-violent methods to rid India of centuries of oppressive British rule, and as seen in Nelson Mandela's persistent and non-violent approaches of finally removing Apartheid from South Africa. However, we are not these men. Mos tof us are not leaders of movements, but we are each important and influential. We as individuals can be immensely powerful if we choose to be. We can choose to apply the examples and advice from enlightened minds like Hughes, King, Gandhi, and Mandela. When we see on Facebook or in the news on in-person people targeting or excluding others, or inciting violence againist a person or group based on race, or sexual orientation, or religion, or any other arbitrary difference selected to divide and pit us against one another, we can choose instead to respond with kindness, with humor, with positivity, and with empathy because this leads to the only kind of change that matters.

Works Cited

Hughes, Langston. "I, Too." African-American Poetry: An Anthology 1773-1927 , edited by Joan R.

Sherman, Dover Publications, Inc. Mineola, New York. 1997, p. 74.

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Poetry Explication Essay

• Author Kimberly Ball
• Category Other Papers

Disclaimer: This paper has been submitted by a student. This is not a sample of the work written by professional academic writers.

Any opinions, findings, conclusions or recommendations expressed in this work are those of the authors and do not necessarily reflect the views of StudySaurus.

Poem Explication Essay

The poem “Common Dust” by Georgia Douglas Johnson is an expressionism poem, like many others during the 1920s, which reflects the ways African Americans felt during this time. The term “dust” is used to symbolize how every one of, us no matter the race, is the same in the end.

Georgia Douglas Johnson wrote Common Dust during the time of the Harlem Renaissance, which played a substantial part in social issues associated with African Americans, by using Jazz music as a way to gain social status among other races. Georgia used a common problem to write her poem:

And who shall separate the dust What later we shall be: Whose keen discerning eye will scan And solve the mystery? The high, the low, the rich, the poor, The black, the white, the red, And all the chromatique between, Of whom shall it be said: Here lies the dust of Africa; Here are the sons of Rome; Here lies the one unlabelled, The world at large his home! Can one then separate the dust? Will mankind lie apart, When life has settled back again The same as from the start?

To be able to fully understand the concept presented in the poem you must first examine the poetic devices used. The use of the word “dust” is a metaphor which holds the poem together. “Dust” represents the differences in race in America in the 1920’s. With this, you are able to understand the point the poet is trying to make. The racism that African Americans experienced in the 1920’s was very different from the racism that African Americans recieve now. After World War I many was able to understand how much of an influence racism had on the people. Not only did racism affect African Americans, but also other races as well, though many were given similar rights after slavery they were still not equal to whites at this time.

In the poem, the poet used words and phrases that are able to capture the reader’s attention such as “Here lies” as well as “Here are”. When using these words you are able to know the poet is creating a scene which the reader will be able to visualize. We see the use of these two phrases when Johnson states, “ Here lies the dust of Africa|Here are the sons of Rome| Here lies the one unlabelled” (Johnson, Line 9-11). The meaning of these lines can be interpreted in many ways the first being where different races originate from and the second being how diverse each race is. This being said the poem as a whole can be interpreted in many ways as well.

The poet does a remarkable job of using imagery to paint a picture in the reader’s mind. While reading the poem a few times the reader was able to piece together what each picture means. In the first stanza, the poet says, “Whose keen discerning eye will scan” (Johnson, line 3) which is a picture of a single eye scanning over the different races. This could explain why the poet chooses to refer to the problem of racism as a mystery which needs to be solved. The mystery may be the question of why racism came to be in the 1920s. Having prior knowledge of the subject you are able to know why the poet chooses the words in the poem to mean different things which all leads back to her main point.

Without going back and fully examine the poem you are left wondering why the poem is written in the way, is it? This is because of the fact Georgia knew a little too well about inequality presented in the 1920s. All of her prior poems talk about a growing problem herself and other go through on an everyday basis. When stating “The high, the low, the rich, the poor, | The black, the white, the red, | And all the chromatique between, “ (Johnson, lines 5-8). She tells us this isn’t just a color problem but also an economic problem as well. Even with the boom of the Harlem Renaissance, these group of people was still hidden in the shadow of equality.

The meaning of the last stanza defines how the poet feels about the growing problem she is seeing. What was able to stand out from this particular stanza was, “When life has settled back again |The same as from the start?” (Johnson,line 15-16). stating that when the dust has settled and life is put back in motion will racism still have a place in America. Which proves the point of getting us to understand.

In conclusion, the poem ‘Common Dust” by Georgia Douglas Johnson is used to explain the issues surrounding racism in America more specifically during the Harlem Renaissance. The poem contains many forms of figurative language which was used to draw the reader in closely to understand the impact racism had on African Americans and other races in the 1920s.

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Poetry & Poets

Explore the beauty of poetry – discover the poet within

How To Write A Poetry Analysis Essay Example

Narrating the Poem

It is a must for any poetry analysis essay example to narrate the poem at the start. 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 effect that these choices have on the poem. The narrator should discuss the theme of the poem and the poetic devices. Additionally, it is important to analyze the form and structure of the poem and to look at any images that the poet may have used. In a poem analysis essay, one must take the time to read and analyze the language and the figures which the poet has used to get the message across.

Interpretation of the Poem

The interpretation of the poem is a crucial component of a poem analysis essay. In this section, one needs to determine what the poem is trying to say with its language choices, images and narrative. It is important to look at how the poet conveys the meaning and message behind the poem and which literary devices they have used in order to get the message across. For instance, if the poem has a metaphorical language, then the analysis should focus on how this device helps the poet convey their meaning and message. If there are complex images or symbols in the poem, then the analysis should discuss how the poet uses these to enhance the poem’s overall meaning. Understanding the language patterns, structure and form of the poem is also important in terms of interpreting its core message and theme.

Analyzing the Tone and Mood of the Poem

In a poetry analysis essay example, the tone and mood of the poem are also essential elements that must be analyzed. The tone is the overall feeling and atmosphere that the poem conveys. The mood, on the other hand, is the portrayal of the atmosphere the poem paints which is the feeling the reader experiences. In order to analyze the tone and mood of the poem, one must look at the language used and the context of the poem. For instance, a poem that is written with a sombre and reflective tone will most likely convey a feeling of grief and sadness. On the other hand, a poem written with a playful and witty tone will convey a feeling of joy and happiness.

Structure and Form of the Poem

The structure and form of the poem is also an important factor to consider when analyzing a poem. This includes the poem’s rhyme, metre, number of stanzas and its overall length. Looking at the poem’s structure and form allows the reader to gain an understanding of the poet’s intent. One should look at the use of repetition, enjambment and the words that the poet uses when attempting to understand the structure and form of the poem. Additionally, the analysis should include discussion of the poem’s form, such as whether it is a sonnet, a ballad or a villanelle.

Plot Analysis of the Poem

The plot of the poem is also an important factor to consider when analyzing a poem. The plot involves the sequence of events that take place in the poem, such as rising action, climax, resolution and denouement. Looking at the poem’s plot allows one to gain an understanding of how the poet structured their work in order to convey their message. One should look at how the events of the poem unravel and how they are connected and related to each other in order to understand the poem’s plot. Additionally, it is also important to look at the conflict and resolution in the poem as well as the themes that the poet explores.

Analysis of the Poet and Their Style

It is also important to analyze the poet and their style when analyzing a poem. This includes looking at the poet’s background, influences and life experiences. By looking at the poet’s background, one can gain an understanding of the context in which the poem was written, as well as how the poet’s life experiences influenced their writing. Furthermore, it is also important to analyze the poet’s writing style. This includes examining the poet’s use of language, imagery and symbolism, as well as the themes and motifs which the poet employs in their work. This helps one to gain an understanding of the poet’s intent and purpose when writing the poem.

Link Between the Poem and Other Texts

When analyzing a poem, one should also consider the link between the poem and any other texts. This includes looking at the theme, imagery and narrative of the poem and comparing it to other works in order to see how the poem is similar or different. By looking at the connections between different texts, one can gain an understanding of the poem’s place in the literary canon and how it relates to other works.

Technology and The Poem

In this era of technology, modern readers are now able to experience and interact with poetry in ways that were not previously possible. Technology has enabled fans to easily access, share and discuss poetry. It has also enabled poets to reach a wider audience, as well as facilitating the production of digital collaborations between various artists. Additionally, technology has enabled new forms of creative expression through the use of digital media, such as video and audio. This has given poets a new platform to express their creativity and ideas, as well as creating more opportunities for collaboration.

The Digital Revolution of Poetry

The digital revolution of poetry has resulted in the emergence of various digital platforms that enable poets to publish their work. These platforms include social media, websites and blogs, which has allowed poets to reach a global audience. Furthermore, these platforms have enabled poets to connect with one another, promoting a greater sense of community among poets. Technology has also enabled poets to experiment with different forms and styles of poetry. For instance, poets can now use visuals to create multimedia pieces that combine different elements of art, such as animation and sound. Additionally, technology has enabled poets to create interactive after works- such as hypertext poems- that enable readers to navigate the poem in different ways.

Conclusion of the Digital Revolution

In conclusion, technology has changed the way that poetry is read, shared and experienced by modern readers. Digital media has enabled poets to reach a wider audience as well as creating more opportunities for collaboration. Technology has also enabled new forms of creative expression through the use of digital media and has facilitated the production of digital collaborations between various artists.

Minnie Walters

Minnie Walters is a passionate writer and lover of poetry. She has a deep knowledge and appreciation for the work of famous poets such as William Wordsworth, Emily Dickinson, Robert Frost, and many more. She hopes you will also fall in love with poetry!

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Home — Essay Samples — Literature — Poetry — Poetry Analysis: ‘Winter Solstice’ by Hilda Morley

Poetry Analysis: ‘winter Solstice’ by Hilda Morley

• Categories: Poetry

About this sample

Words: 642 |

Published: Jan 25, 2024

Words: 642 | Page: 1 | 4 min read

Table of contents

Unique structure and layout, stylistic devices, interpretation of the poem, works cited.

• Conniff, (1993). Reconsidering Black Mountain: The Poetry of Hilda Morley. American Literature, 65(1), 117-130.
• Morley, H. (1983). ‘Winter Solstice’ in To Hold in My Hand: Selected Poems, 1955-1983. Rhinebeck, NY: Sheep Meadow Press.

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