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.
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