Mad Hatter Say:

"Start at the beginning, and when you get to the end, stop."

Imagery at Work

Bob Dylan-A Hard Rain's A-Gonna Fall (1964)

Basic D, Basic E

Keep It Simple

Choose one notable detail.
Write a simple sentence that contains that detail.
Be sure this sentence gets right to the point.
Don't say "the speaker says" or any of that kind of stuff.
Get to the real issue, the actual descriptions.
Put quotation marks around that detail.

Explain that notable detail
in a simple sentence that does nothing else but explain that detail.
Do not connect it to anything else besides that one detail (yet).
We are just practicing.
One D, One E.
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For example:

D: The trees in the widow's yard are full of "masses of flowers".


(This is just a sentence that gets right to the point, flows nicely, has no extra 'the speaker says' phrases, and quotes a specific detail.)

E: This imagery suggests the renewal of life that comes with Spring.


(This is just a simple sentence that attempts to explain the significance of the "masses of flowers"; it does not try to get to fancy, focuses its explanation on just that single detail, does not try to connect to larger ideas of the poem. It is just a clean and simple explanation of a detail.)

Again:

D: Because of her tremendous "grief", the widow is unable to experience the "joy" of the season's promise of growth and natural beauty.
E: The loss of her husband seems an overwhelming sorrow too painful to overcome.

Other points to include in your homework of the poems

Idea Sentence:
Who or what is the subject? What is being said about them or it? What does this poem "do"? (Supply best fitting verb.) Introduce idea.....then build towards a more complete AC of the idea introduced in I.

Situation: What is the basic setting? How does it begin? Who is talking? To who? How is the poem structured as a whole?

Analytic Conclusion: Based on a series of D>E that comprises the bulk of the analysis, what can be more completely expressed about the subject from I? What larger implications might come come into play?

Oh yeah...in case you didn't know.

"You Fit Into Me": A One Paragraph Analysis

You Fit Into Me

Margaret Atwood

you fit into me

like a hook into an eye

a fish hook

an open eye

Margaret Atwood's "You Fit Into Me" portrays the helplessness and pain of feeling trapped in an unhealthy romantic relationship. (I) The poem begins on a positive note (S with a little E). The speaker proclaims her lover a perfect "fit" in the opening line and title, (D) suggesting a relationship that is both emotionally and sexually satisfying (1). (E) She compares this fit to that of a "hook into an eye" (2). (D) This simile suggests their relationship is secure, just as a hook and eye holds clothing securely in place; it is as if they were made for each other, specifically designed to work together, to "fit". (E) However, a far more unpleasant side to their relationship is revealed in the following final stanza. (S) The perfectly suited hook and eye become his "fish hook" in her "open eye" (3-4). (D) This rather startling shift of imagery suggests the speaker's feeling of entrapment and helplessness. (E) It is as if she has taken the bait on his hook and entered a seemingly loving relationship only to discover too late her inability to break free from the bond. (E) The "open eye" (D) makes it clear that she sees the situation; she is in pain and suffers, but has lost control of her autonomy; she is aware that the source of her entrapment is his snare biding her to this unequal relationship, but there seems to be nothing she can do regain her independence. (E) In a larger sense, Atwood's poem might be viewed as paralleling the experience of many women in intimate relationships. A love that once seemed so perfect and promising begins to feel, for whatever reasons, like an overwhelming deception seemingly impossible to break free of. (AC)

Notice: 

The idea sentence merely introduces the basic idea of the poem that will be developed and explored in the paragraph; it does not try to say too much; it is just a beginning.

From there, the situation or setting is quickly established ("the poem begins").

Then, the analysis jumps into the beginning details of poem itself, BUT IT HANDLES THE DETAILS ONE STEP AT A TIME! It does not try to describe the whole poem all at once....baby steps!

For each detail paraphrased or quoted, the analysis attempts to provide as complete and thorough of explanation as possible. (As you get better at writing, you will notice that the ratio of D:E begins to increase in the direction of E.)

A second summary/situation/setting sentence with the transition "however" is used to emphasize the shift in the poem's meaning. Most poems have this sort of shift. A poem's basic structure might be described as a situation established first, and then a sort of shift that leads to a new insight, resolution, or further complication that seems unresolvable or is further commented upon. To put it another way, the poem often says, "This is the situation, this is how it plays out."

D and E return as the second half of the poem is handled. Note that the E begins to dominate as the conclusion and resolution of the poem, and the analysis, is reached.

Finally, an attempt at an AC is made. Analytic conclusions can go two ways. The first is that they return to the idea sentence, and provide a kind of expanded, in-depth version of that idea sentence, summarizing the idea more completely as it has been developed in the analysis. This is generally simpler to manage, but can (sometimes) feel a bit redundant unless a deeper implication is arrived at. The second way attempts to connect the poem to the realities of the world, to suggest how the ideas the poem represents are also representative of real life issues in the real life world. Which AC version does this analysis attempt?

Finally, please note the use of integrated quotes; single words or short phrases are worked into sentences instead of quotes of whole lines or multiple lines tacked on to phrases like: "The poem says in the first line..."

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Writing is a battle, especially this sort of high level analysis. Stick with it and understand the different types of sentences that are used and what their function is in the analysis. No matter where you are right now, you will get better.

Recent Margaret Atwood Interview on NPR

Close Reading and Inference Assignment

During the last class, we defined a number of key terms: denotation, association, connotation, context, and inference. We also discussed how an author's word choice (diction) and selection of detail are the keys we as close readers need to focus on if we are to be able to "read between the lines": that is, infer understanding and meaning beyond the literal.

For next class, the assignment is to read each of the poems and go through the process we went through with each key word or detail. These key words and phrases should be underlined on the poem. There should be lots of other notations that suggest you have spent a bit of time with each poem. Include notes about the following questions:

What does the word literally mean, literally? 

What random associations flow into your mind? (It is all valid at first....then filter through context!)

What connotations? Positive or negative?
What inferences can be drawn?

Cat's Cradle Example Paragraph with Sentence Function Notation

Kurt Vonnegut’s Cat's Cradle challenges established attitudes toward scientific advances and religious ideology (I).  Vonnegut is able to make his criticisms clear and  persuasive by depicting both sides of the issues (not much said in this sentence, but a more specific S here would have worked well here).  For example, by way of San Lorenzo’s life-saving hospital, Vonnegut shows that science can be extremely beneficial (DE).  Amidst this information, he startles readers with glaring illustrations of the potential dangers of science: Ice-Nine and the atomic bomb (ED). These examples suggest that the danger lies in the applications of knowledge, not the knowledge itself (E).  Knowledge is an essential part of Vonnegut’s discussion of religion (I).  He leads readers to question whether their own “truths” are rooted in fact, and whether that even matters (E/AC?).  Vonnegut satirizes religion using the people of San Lorenzo, who are content with their Bokononist religion even though it is founded upon lies. He points out the absurdity of religious rituals, using boko-maru as an example (ED).  His message is that religion is useful, regardless of its origin; Bokononists are satisfied with their belief because it explains the things that science cannot (EE).  In Cat's Cradle, Vonnegut implies that lying to ourselves is, perhaps, the only way to be content, because the world is a harsh and unforgiving place (AC).  Of science, he says that no matter how much knowledge we attain, our progress as a society is hindered by the self-serving nature of mankind, which, according to Vonnegut, will result in self-destruction (AC).

Adjectives for Tone and Mood

A whole bunch of pragmatically laudatory adjectives for thinking and writing effectively about life and literature.

Make your own list of these and learn them. Additionally, be sure to learn the noun form of each too.

These are all free game for any quiz at anytime (beginning 9/29) throughout the year.

1991 Practice Multiple Choice

Remember, this is a pre-test.....please do not improve your score by reevaluating questions and changing answers. You are getting 100% on this assignment no matter how many questions you answer correctly.

Your assignment for your section is:

Summarize in a few sentences the basic idea of the passage. What message is being communicated? What tone is used by the narrator or speaker? What attitudes are communicated?

Learn the meaning of any words you do not know.

Reflect on what strategies you used to read the passages and answer the questions.

What types of questions appear? What general areas of literature do the questions address?

What challenges do you face as a multiple choice test taker?
......

It is worth thinking about these questions. The MC counts for 40-45% of your score on the AP Exam.