Callie Huseman
Jernigan
English 4 AP
29 March 2011
“All American Sestina”
This poem follows the structure of six six-line stanzas and one three line stanza. The poet begins each line in the poem with a number, except three. The three lines that do not start with a number have a number somewhere in the line, for instance “high five.” The poet allows the numbers to speak for themselves, and through them, she describes America. To her, America can be simplified to the simple numbers. To an extent, this is very true. I knew exactly what she was talking about every line. They were all familiar topics.
For the first stanza, the first words of each line follow a numerical pattern, from “One” to “six.” She soon breaks from this pattern and uses random numbers. However, each stanza includes all of the numbers one through six, in a different order. Although the last stanza is only three lines long, she still manages to do this by putting two numbers in each line. (“Two thumbs up, five karat diamond”)
The sound in the poem is quick and to the point. The poet never uses more words than are necessary to state the number. There are no connections or descriptions to go along with the words. The tone of the piece is both negative and positive. The poet makes sure to mix the phrases with negative connotations with those with positive connotations. For example, one of the stanzas says “One night stand… five star general.”
The poem “All American Sestina” by Mayers focuses on the numbers that describe typical American life in order to show a picture of the life and culture of America.
Monday, March 28, 2011
Tuesday, March 22, 2011
Poetry Response- Villanelle
Callie Huseman
Jernigan
English 4 AP
22 March 2011
Poetry Response
“The Story We Know”
This poem by Martha Collins in written in the form of a villanelle. This allows the poet to add greater stress to the words “hello” and “goodbye,” when she places them at the end of the repeated lines.
The poet dictates a simple conversation throughout many of the lines. This conversation is the basis of the poem. From here, she is able to expand and show how that conversation is what controls our lives. She takes the view that this conversation is the only real interaction we have and because of this, we know how all of life will end: goodbye.
This is written in a plural first person perspective. This viewpoint is used because it allows the reader to become part of the story. We, like the poet, also live stuck in this simple conversation where nothing changes. The words “we know” are repeated to give a sense that this is common knowledge.
The shift comes just after the 5th stanza. At this point, the tone moves from static understanding to a saddened realization. The first few stanzas are just the simple conversations; however, in the last stanzas, the content shifts to more of a personal experience of how others do not realize that the conversation is always the same.
In short, this poem, a villanelle by Martha Collins, uses repetition, a plural first person perspective, and an obvious shift in tone to convey the idea people never look beyond themselves in to the lives of others.
Jernigan
English 4 AP
22 March 2011
Poetry Response
“The Story We Know”
This poem by Martha Collins in written in the form of a villanelle. This allows the poet to add greater stress to the words “hello” and “goodbye,” when she places them at the end of the repeated lines.
The poet dictates a simple conversation throughout many of the lines. This conversation is the basis of the poem. From here, she is able to expand and show how that conversation is what controls our lives. She takes the view that this conversation is the only real interaction we have and because of this, we know how all of life will end: goodbye.
This is written in a plural first person perspective. This viewpoint is used because it allows the reader to become part of the story. We, like the poet, also live stuck in this simple conversation where nothing changes. The words “we know” are repeated to give a sense that this is common knowledge.
The shift comes just after the 5th stanza. At this point, the tone moves from static understanding to a saddened realization. The first few stanzas are just the simple conversations; however, in the last stanzas, the content shifts to more of a personal experience of how others do not realize that the conversation is always the same.
In short, this poem, a villanelle by Martha Collins, uses repetition, a plural first person perspective, and an obvious shift in tone to convey the idea people never look beyond themselves in to the lives of others.
Tuesday, March 8, 2011
Poetry Response- Ode
Callie Huseman
Jernigan
English 4 AP
8 March 2011
Ode to a Nightingale
John Keats uses the poetic form of an Ode in order to convey his feeling on life. In his poem, Ode to A Nightingale, he uses the nightingale as a symbol of everlasting life, in order to create a theme of human mortality.
The poem begins by telling the story of a man talking to a nightingale. He hears the bird’s song, and responds to it. He says that he wishes to fade away, as if the problems and struggles that he has faced in life have been too much for him to bear. In the second stanza, he writes
Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
This shows his dissatisfaction with life, as well as his idea that the nightingale is free from these experiences that have troubled him. He knows that the nightingale’s life has not been plagued with the struggles his has and so he is envious of the nightingale.
The symbol of the nightingale is most prominent in the seventh stanza. Keats writes “Thou wast not born for death, immortal Bird!” This line summarizes his idea that the bird is not mortal. He clears up this idea by later stating that it is the bird’s song, not the bird itself, that will last forever.
The symbol of the nightingale in Keat’s Ode to a Nightingale is the embodiment of the everlasting life and spirit. Keat’s everlasting spirit is found in his poetry, as said in stanza four.
Away! away! for I will fly to thee,
Not charioted by Bacchus and his pards,
But on the viewless wings of Poesy
Jernigan
English 4 AP
8 March 2011
Ode to a Nightingale
John Keats uses the poetic form of an Ode in order to convey his feeling on life. In his poem, Ode to A Nightingale, he uses the nightingale as a symbol of everlasting life, in order to create a theme of human mortality.
The poem begins by telling the story of a man talking to a nightingale. He hears the bird’s song, and responds to it. He says that he wishes to fade away, as if the problems and struggles that he has faced in life have been too much for him to bear. In the second stanza, he writes
Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
This shows his dissatisfaction with life, as well as his idea that the nightingale is free from these experiences that have troubled him. He knows that the nightingale’s life has not been plagued with the struggles his has and so he is envious of the nightingale.
The symbol of the nightingale is most prominent in the seventh stanza. Keats writes “Thou wast not born for death, immortal Bird!” This line summarizes his idea that the bird is not mortal. He clears up this idea by later stating that it is the bird’s song, not the bird itself, that will last forever.
The symbol of the nightingale in Keat’s Ode to a Nightingale is the embodiment of the everlasting life and spirit. Keat’s everlasting spirit is found in his poetry, as said in stanza four.
Away! away! for I will fly to thee,
Not charioted by Bacchus and his pards,
But on the viewless wings of Poesy
Tuesday, March 1, 2011
Poetry Response- Sonnet 2
Callie Huseman
Jernigan
English 4 AP
1 March 2011
Poetry Response
“Sonnet 138”
Shakespeare’s “Sonnet 138” is about a man who loves an unfaithful woman. It is written in the traditional Shakespearian sonnet format. It consists of three quatrains and a couplet. Each of the sections of the poem allow the author to convey a different part of the main idea
In the first quatrain, Shakespeare talks about how his love lies to him, thinks that he is naïve, and he allows it. These lines allow the poet to establish the relationship between the speaker and his love, as well as begin a falsely romantic tone. This tone is similar to many of Shakespeare’s other love poems; however, the content of this one focuses on a much more negative aspect of love. It can be described as conflicted attraction or love.
The second quatrain is where Shakespeare sets up the idea that the speaker knows that the woman is unfaithful. He says “Simply I credit her false speaking tongue.” This line shows how he believes her, even when she thinks that he is young and naïve. Also, Shakespeare writes that the woman thinks that he is young, knowing that he is actually old. This shows the dysfunction in the relationship, where neither of them are actually sure who the other is.
The third quatrain develops the speaker by allowing him to question his own motives. The shift occurs with the ninth line in the sonnet. The speaker now questions his relationship and his reason for partaking in the lies. This crucial point shows the establishment that he lies to her (about his age) because he thinks it will make them both happier. The tone in this section is justified pondering.
The last couplet is the direct synopsis that ties up the poem. Shakespeare uses these two lines to show how the man and the woman lie to each other in order to hide their own faults. These two lines complete the poem, giving the sonnet closure.
Shakespeare writes the sonnet in this particular form because it allows him to split the poem into orderly parts that each convey a different content as well as tone.
Jernigan
English 4 AP
1 March 2011
Poetry Response
“Sonnet 138”
Shakespeare’s “Sonnet 138” is about a man who loves an unfaithful woman. It is written in the traditional Shakespearian sonnet format. It consists of three quatrains and a couplet. Each of the sections of the poem allow the author to convey a different part of the main idea
In the first quatrain, Shakespeare talks about how his love lies to him, thinks that he is naïve, and he allows it. These lines allow the poet to establish the relationship between the speaker and his love, as well as begin a falsely romantic tone. This tone is similar to many of Shakespeare’s other love poems; however, the content of this one focuses on a much more negative aspect of love. It can be described as conflicted attraction or love.
The second quatrain is where Shakespeare sets up the idea that the speaker knows that the woman is unfaithful. He says “Simply I credit her false speaking tongue.” This line shows how he believes her, even when she thinks that he is young and naïve. Also, Shakespeare writes that the woman thinks that he is young, knowing that he is actually old. This shows the dysfunction in the relationship, where neither of them are actually sure who the other is.
The third quatrain develops the speaker by allowing him to question his own motives. The shift occurs with the ninth line in the sonnet. The speaker now questions his relationship and his reason for partaking in the lies. This crucial point shows the establishment that he lies to her (about his age) because he thinks it will make them both happier. The tone in this section is justified pondering.
The last couplet is the direct synopsis that ties up the poem. Shakespeare uses these two lines to show how the man and the woman lie to each other in order to hide their own faults. These two lines complete the poem, giving the sonnet closure.
Shakespeare writes the sonnet in this particular form because it allows him to split the poem into orderly parts that each convey a different content as well as tone.
Wednesday, February 23, 2011
Poetry Response 4
Callie Huseman
Jernigan
English 4 AP
23 February 2011
Poetry Response
“Shall I Compare Thee To a Summer’s Day”
This poem is written by Shakespeare. The obvious answer would be to say that this is a Shakespearian sonnet, as that is the rhyme scheme that it follows. Each of these sections focuses on a different idea of the poem as a whole. The rhyme scheme follows ABAB-CDCD-EFEF-GG
The first four lines set up the comparison between the girl and the summer day. Shakespeare then goes on to say that summer is too short and the rough winds often shake the May flowers. These lines are used to show the comparison between the two, but also so that Shakespeare can say that she, the girl, is more constant that the summer. He writes “Thou are more lovely and more temperate” which means that he thinks that she will last longer than the quickly passing and changing summer day.
The second quatrain describes the different ways that the summer day can end or go wrong. It can be too hot or the sun can be hidden behind the clouds. Shakespeare, in this quatrain, includes the main idea in the third line. He writes “ And every fair from fair sometime declines.” This means that eventually, everything loses its beauty.
The third quatrain is where Shakespeare begins to shift his focus back to the girl that he is writing about. He says that her youth will not fade and she will always be beautiful. He even goes as far to say that she will never die, by saying “Nor shall Death brag thou wander’st in his shade.”
The last two lines, the couplet, is where Shakespeare makes his main point. He says that the poem will allow the girl to live on forever. He does not mean this literally, but in the sense that she will always be remembered because of this poem that he wrote about her.
Shakespeare split up the poem in this way because it allowed him to give each section of the poem a different meaning. He was able to focus the attention on to the last two lines, the couplet, to show his main idea in the poem as a whole.
Jernigan
English 4 AP
23 February 2011
Poetry Response
“Shall I Compare Thee To a Summer’s Day”
This poem is written by Shakespeare. The obvious answer would be to say that this is a Shakespearian sonnet, as that is the rhyme scheme that it follows. Each of these sections focuses on a different idea of the poem as a whole. The rhyme scheme follows ABAB-CDCD-EFEF-GG
The first four lines set up the comparison between the girl and the summer day. Shakespeare then goes on to say that summer is too short and the rough winds often shake the May flowers. These lines are used to show the comparison between the two, but also so that Shakespeare can say that she, the girl, is more constant that the summer. He writes “Thou are more lovely and more temperate” which means that he thinks that she will last longer than the quickly passing and changing summer day.
The second quatrain describes the different ways that the summer day can end or go wrong. It can be too hot or the sun can be hidden behind the clouds. Shakespeare, in this quatrain, includes the main idea in the third line. He writes “ And every fair from fair sometime declines.” This means that eventually, everything loses its beauty.
The third quatrain is where Shakespeare begins to shift his focus back to the girl that he is writing about. He says that her youth will not fade and she will always be beautiful. He even goes as far to say that she will never die, by saying “Nor shall Death brag thou wander’st in his shade.”
The last two lines, the couplet, is where Shakespeare makes his main point. He says that the poem will allow the girl to live on forever. He does not mean this literally, but in the sense that she will always be remembered because of this poem that he wrote about her.
Shakespeare split up the poem in this way because it allowed him to give each section of the poem a different meaning. He was able to focus the attention on to the last two lines, the couplet, to show his main idea in the poem as a whole.
Tuesday, February 8, 2011
Poetry Response 3
Callie Huseman
Jernigan
English 4 AP
8 February 2011
8 February 2011
Poetry Response #3
Hazel Tells LaVern
This poem begins by the girl, Hazel, describing an experience she had. Hazel is the speaker in this piece, and she is speaking to an unknown audience, the reader. She talks as if she is telling the story to someone she knows well. The circumstances of this dramatic monologue are that the girl, Hazel, has just seen a talking frog in a toilet. She does not believe the frog, and she is more concerned with what it is saying than the fact that it is talking. She is telling the story in the past tense, so the reader is able to see her complete reaction. In the end, the part she can’t believe is the fact that the frog thought that SHE could be a princess, not that he was talking.
This leads into the traits of Hazel. She obviously has low self esteem, and she seems to be stuck in the ideals of the society. Woman in her society seem to be treated as essentially worthless, and this shows in the way she reacts to being called a princess. This reaction shows how she does not trust others and that she can not see the order of the society changing any time in the future. Also, there is an underlying fairy tale allusion throughout the entire dramatic monologue. It is ironic that the readers obviously catch this allusion, yet the person living it does not seem to be familiar with this classic story. However, Hazel’s reaction to the frog is essentially the opposite of what the fairy talks ending is. She chooses to ignore the frog.
Friday, February 4, 2011
Tuesday, February 1, 2011
Poetry Response 2
Poetry Response
Dora Williams by Edgar Lee Masters
This dramatic monologue describes all the different men that the woman, Dora, has married. The narrator does not spend more than two or three lines describing any of the men. She just mentions their names, how they died or left, and what she gained from them. The focus on all of material things instead of the actual relationships with the men shows how she, Dora, is flightly and trying to belittle the relationships. The shift in the poem comes when she moves to Paris. . This is when she really becomes her own person and stops relying on the men she is dating or married to.
This poem characterizes Dora through her speech. The quote “I moved on…” is repeated throughout the poem. This shows how instead of dealing with issues, she continues to try to escape them. When she says “Insidious, subtle, versed in the world and rich” it shows how she is proud of her accomplishments, even through the majority of them come from chances outside of her control, like her wealth. However, she did cause her being “versed in the world” by her constant moving while trying to avoid life’s problems. It seems like Dora Williams is a person who spent her life ignoring everything, until finally she was forced to confront what was going on in her life. She finally does this after her apparent death. She says “Contessa Navigato Implora eterna quiete." which means something about death. This shows that she has come to terms with the fact that she has died. This contrasts with the other deaths in the poem, which are mentioned yet then basically ignored. Her death is another shift where she realizes that she can no longer "escape" life.
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