A Step by Step Approach That Works

When interpreting poems for meaning , a variety of different interpretations are possible as long as there is evidence in the poem to support your interpretation… As long as you stay within the “goal posts” of acceptable interpretation based on the evidence in the poem.

What can we tell about the oldlady’s circumstances (life)based on the details given in this photograph?

How might your interpretationchange when I include additionaldetails? (For example, if I openedthe curtains to reveal what she sees outside?)

For instance, how might your Interpretation change if outsidethe window you could see the the ocean and the trace of a lighthouse?

However, if you said the old lady is worried because a burglaris breaking into her house, you would be going outside the“goal post” or acceptable margin or interpretation sincethere is no evidence in the photograph to support this interpretation.

To create an image (or a sensory experience- a series of images

which appeal to one or more of the five senses of taste, touch, smell , sight, sound)

To evoke an emotional response These first two type often create a specific

mood or atomosphere To tell a story To make a comment about life or society(OR A COMBINATION OF ONE OR MORE OF

THESE)

Silver Slowly, silently, now the moon

Walks the night in her silver shoon;This way, and that, she peers, and seesSilver fruit upon silver trees;One by one the casements catchHer beams beneath the silvery thatch;Couched in his kennel, like a log,With paws of silver sleeps the dog;From their shadowy cote the white breasts peepOf doves in silver feathered sleepA harvest mouse goes scampering by,With silver claws, and silver eye;And moveless fish in the water gleam,By silver reeds in a silver stream.

Silver Slowly, silently, now the moon

Walks the night in her silver shoon;This way, and that, she peers, and seesSilver fruit upon silver trees;One by one the casements catchHer beams beneath the silvery thatch;Couched in his kennel, like a log,With paws of silver sleeps the dog;From their shadowy cote the white breasts peepOf doves in silver feathered sleepA harvest mouse goes scampering by,With silver claws, and silver eye;And moveless fish in the water gleam,By silver reeds in a silver stream.

To create an image (or a sensory experience- a

series of images which appeal to one or more of the five senses of taste, touch, smell , sight, sound)

To evoke an emotional response These first two type often

create a specific mood or atmosphere

To tell a story To make a comment about

life or society(OR A COMBINATION OF ONE

OR MORE OF THESE)

LOST DESOLATE and lone

All night long on the lakeWhere fog trails and mist creeps,The whistle of a boatCalls and cries unendingly,Like some lost childIn tears and troubleHunting the harbor's breastAnd the harbor's eyes.

To create an image (or a sensory experience- a

series of images which appeal to one or more of the five senses of taste, touch, smell , sight, sound)

To evoke an emotional response These first two type often

create a specific mood or atmosphere

To tell a story To make a comment about

life or society(OR A COMBINATION OF ONE

OR MORE OF THESE)

First Ice (by Andrei Voznesensky)

 A girl freezes in a telephone boothIn her draughty overcoat hidesA face all smearedIn tears and lipstickShe breathes on her thin palms.Her fingers are icy. She wears

earrings. She’ll have to go home, alone.Along the icy street. First ice. It is the first time.The first ice of telephone phrases. Frozen tears glitter on her cheeks-The first ice of human hurt.

First Ice (by Andrei Voznesensky)

 A girl freezes in a telephone boothIn her draughty overcoat hidesA face all smearedIn tears and lipstickShe breathes on her thin palms.Her fingers are icy. She wears

earrings. She’ll have to go home, alone.Along the icy street. First ice. It is the first time.The first ice of telephone phrases. Frozen tears glitter on her cheeks-The first ice of human hurt.

To create an image (or a sensory

experience- a series of images which appeal to one or more of the five senses of taste, touch, smell , sight, sound)

To evoke an emotional response These first two type

often create a specific mood or atmosphere

To tell a story To make a comment about

life or society(OR A COMBINATION OF ONE

OR MORE OF THESE)

Diction (word choice) Comparative language

Metaphors , similes, personification Sound devices

Alliteration, cacophony, euphony etc.. Punctuation

Periods, commas, exclamation marks, question marks

Form or structure Rhyme, free verse, line arrangement

In a word, state the mood (atmosphere) of this poem .

Select a couple of words or phrases (diction) the poet uses to create this mood.

Select two examples of comparative language and determine whether each is an example of metaphor, simile , or personification.

Find an example of cacophony and explain how this sound device matches the subject of this poem.

How does the poet’s use of two commas and one period match the subject of this poem?

How does the form and line arrangement match the subject of this poem?

Sometimes in exam situations you are asked to determine the significance of a line of text from the poem.

Reveal character? Reveal conflict? Reveal theme? Contain and literary device ( metaphor ,

simile, personification or some other device)?

Contain a sound device (alliteration, cacaphony, euphony, or some other device)?

Act as a turning point in the plot ( move the plot forward in some way)?

“Frozen tears glitter on her cheeks-

The first ice of human hurt.”

Does the line: Reveal character? Reveal conflict? Reveal theme? Contain and literary device

( metaphor , simile, personification or some other device)?

Contain a sound device (alliteration, cacaphony, euphony, or some other device)?

Act as a turning point in the plot

( move the plot forward in some way?

Often poet’s use juxtaposition to make their point.

To place together or side by side for the purpose of comparison and contrast.

Synonymous with contrast, two objects or text that oppose one another.

juhk-stuh-puh-zish-uh n

juhk-stuh-puh-zish-uh n

Romeo, who is love-sick, and Tybalt, who is fiery mad in Romeo and Juliet.

The juxtaposition of Ralph who represents civility, and Jack who represents savagery in “Lord of the Flies”

Romeo, who is love-sick, and Tybalt, who is fiery mad in Romeo and Juliet.

The juxtaposition of Ralph who represents civility, and Jack who represents savagery in “Lord of the Flies”