1. Brought to you today by Emily Dickinson.
The Poetic Experience
Brought to you today by Emily Dickinson.

3. Types of Poetry and Poetic Styles
So…Dr. Seuss anyone?

4. Types of Poetry and Poetic Styles
We’ve already discussed the type of poetry Dr. Seuss creates: Made up words (to fit the rhyme scheme), lots of rhyming, very rhythmic, and content varies.
Today, we’re going to look at what influenced Emily Dickinson. Because she was kind of weird. And also there’s a pretty good Crash Course video about her.

5. Speaker vs Author
When looking at a poem, you have to consider the speaker.
A speaker can be anyone, including someone who strongly resembles the author.
Or it could be, like, a dragon or something.
The author creates the speaker. It is the speaker’s voice we hear in the poem.
So even a dead person can be the speaker of a poem.

6. Emily Dickinson
Leave me alone.
A Unique Style

7. Background Born on December 10th 1830
Grew up in Amherst, Massachusetts

8. Education
While at school she had a religious crisis, struggling to join the church with doubts
Poems reflect her religious struggle
Educated herself at home
Discovered her passion was poetry

9. The Influential Years
1862: turning point because man whom she loved, (Rev. Charles Wadsworth) moved to California
Wrote 366 poems in that year
When she was in her 30s, she withdrew from the world….

10. Dickinson Downhill By middle age, she rarely went out of the house
Frequently wore a white dress (a bride?)
Corresponded with family through letters
Interactive with neighbors on occasion
1884 she fell ill
Died from Bright’s Disease (Kidney Failure) May 15, 1884
Siblings rescued some of her poems

11. Characteristics of Dickinson’s Poetry…

12. Rhythm
Usually set up as eight syllables, six syllables, eight syllables (Give or take) for stanza (four lines long).
This is why many of her poems can be sung to the theme song of Gilligan’s Island.

13. Form and Meter: Reminder
“The Brain—” is written in iambic, meaning it’s divided into iambs
Iambs: an unaccented syllable followed by an accented one.
It looks like this:
The Brain—is wider than the Sky—

14. Form and Meter (cont.) The Brain—is wider than the Sky—
Divided into four iambs. “The Brain” is one.
Iambic tetrameter
The next line: “For—put them side by side—”
Divided into three iambs.
Iambic trimeter
Alternating lines of iambic tetrameter and iambic trimeter.

15. Per stanza, usually it is A B C B
Rhyme Scheme
Per stanza, usually it is A B C B

16. What is Ballad Meter?
The alternating lines of iambic tetrameter and trimeter, coupled with an ABCB rhyme scheme.
This is also known as common meter

17. Dickinson’s Style
“Although secluded her poems reveal a life that was, one of the richest and deepest ever lived on this continent” (Allen Tate).

18. Punctuation (Dashes)
Allows for pauses to emphasize the rhythm of the poem

19. Assonance or Slant Rhyme
Also to draw attention to certain words or ideas.
At that time, an unconventional way to rhyme poetry.
Similar to near rhyme but words are not as closely rhymed; usually a rhyme scheme is already in place.

20. Metaphor
In poetry that is as short as Dickinson’s, metaphor is powerful. It is an efficient way to produce complex themes in only a few lines.
(Lots of PERSONIFICATION!)

21. Common Themes
Nature and death. She often would take a simple scene and use it to communicate a more profound message until the last stanza (twist).

22. Capitalization
Emphasizes words to draw attention to Them.

23. Writing About Poetry 102
When discussing rhythm or rhyme, a lot of times students want to write: “The rhyme/rhythm helps with the flow of the poem.”
Instead, use more descriptive words to create a more concrete analysis.
“The singsong rhythm propels the reader forward through the poem.”

24. Writing About Poetry 102
Sometimes students want to write about a literary device. Let’s use capitalization in this case.
Students might give an example: “The Brain—is wider than the Sky—”
Great! Examples are useful. But then…
“This shows that…”

25. Writing About Poetry 102 “This shows that…” The author shows that…
Emily Dickinson shows that…
Dickinson shows that…
BAD: Emily shows that…
You do not know the author personally, so don’t use her first name!

26. Writing About Poetry 102 “The author shows that…”
The author demonstrates…
The author illustrates…
The author emphasizes…
The author highlights…
The author stresses the importance of…

27. Writing About Poetry 102
Through the use of unusual capitalization, the author draws attention to the connection between…
Yay!
To reemphasize:
Don’t use “this shows” or “helps the flow of the poem” when analyzing poetry.

28. Today:
We’re going to read one of Emily Dickinson’s most famous poems: “I heard a fly buzz—”
What do you think you will find in the poem that is typical of her poetic style?
We’re going to use the following type of graphic organizer for Dickinson.

29. Say-Mean-Matter Say: What is happening? Mean: What does this mean?
Denotation: Literal or dictionary definition.
Mean: What does this mean?
Connotation: Words can evoke certain images or feelings. Ex: assertive versus pushy
Matter: Why is this significant? What do you learn?

30. I heard a Fly buzz—
I heard a Fly buzz – when I died –  The Stillness in the Room Was like the Stillness in the Air –  Between the Heaves of Storm –

31. I heard a Fly buzz—
The Eyes around – had wrung them dry – And Breaths were gathering firm For the last Onset – when the King Be witnessed – in the Room –

32. I heard a Fly buzz—
I willed my Keepsakes – Signed away What portion of me be Assignable – and then it was There interposed a Fly – 

33. I heard a Fly buzz—
With Blue – uncertain – stumbling Buzz – Between the light – and me –  And then the Windows failed – and then I could not see to see – 

34. Crash Course!