SSTV-MIDST Jennifer A. Bennett Sanderson High School Raleigh, North Carolina Wake County Public School System

First job: to interpret and analyze—do not attempt to evaluate (judge)! First job: to interpret and analyze—do not attempt to evaluate (judge)! Second job: to discuss not just the “what” but the “Big So What” Second job: to discuss not just the “what” but the “Big So What” – Not enough simply to identify – Must analyze – What effect/s does it create? – Drive your point all the way home!

S peaker—who is telling the poem? S peaker—who is telling the poem? – The voice that delivers the words of the poem S tory—what is literally happening in the poem? S tory—what is literally happening in the poem? – The poem’s subject T one—speaker’s attitude toward the story? T one—speaker’s attitude toward the story? V ehicles—what literary devices does the poet use to drive meaning and tone across to the reader? V ehicles—what literary devices does the poet use to drive meaning and tone across to the reader?

What literary and rhetorical devices does the poet use to drive meaning across to the reader? What literary and rhetorical devices does the poet use to drive meaning across to the reader? – Metaphor – Imagery – Diction & Syntax – Structure – Title

Figurative language—the language of comparison Figurative language—the language of comparison – Similes – Metaphors – Personification – Analogies To what does the poet compare things in the poem? What effects do the comparisons have on the reader? To what does the poet compare things in the poem? What effects do the comparisons have on the reader? What tone do the comparisons convey? What tone do the comparisons convey?

How does the poet use language to appeal to one or more of the reader’s physical senses? How does the poet use language to appeal to one or more of the reader’s physical senses? – Visual – Aural – Tactile – Olfactory – Gustatory What effects do these images have on the reader and the work as a whole? What effects do these images have on the reader and the work as a whole? – “The Big So What!”

Diction: word choice—what effects do particular words have on the work and the reader, considering both their literal and implied meanings? Diction: word choice—what effects do particular words have on the work and the reader, considering both their literal and implied meanings? – Denotation – Connotation Syntax: word arrangement—what effects do particular grammatical choices/patterns make on the work and the reader? Syntax: word arrangement—what effects do particular grammatical choices/patterns make on the work and the reader?

Patterns that create form within the poem: Patterns that create form within the poem: – Repetition of clauses, phrases, other grammatical structures – Rhythm – Rhyme – Line breaks – Stanzas How do these patterns help communicate meaning and tone in the poem? How do these patterns help communicate meaning and tone in the poem?

If applicable, always consider the significance of the title! If applicable, always consider the significance of the title!