1. COMPARE AND CONTRAST POETRY ESSAY

2. Graphic Organizer  To plan and write an essay in response to a pair of poems (comparison/contrast):   DevicesPoem APoem B ___________________________________________________________________________________________________  Subject/theme ____________________________________________________________________________________________________  Form _________________________________________________________________________________________________  Diction  ___________________________________________________________________________________________________  Imagery  ___________________________________________________________________________________________________  Rhythm  ___________________________________________________________________________________________________  Sound effects  ___________________________________________________________________________________________________  Mood  ____________________________________________________________________________________________________  Evaluation/personal response  ____________________________________________________________________________________________________________________________________________________________________________

3. Organizing Your Essay  Once you have done your comparison, decide on the important elements to discuss. MOST comparison/contrast essays follow one of two formats.   Format A:Intro  Elements/devices presented in Poem A are discussed  Elements/devices presented in Poem B are discussed  Conclusion  Format B:Intro  Element A discussed using both poems  Element B discussed using both poems  Element C discussed using both poems  Element D discussed using both poems  Conclusion

4. Thesis Statement  Should include what specific literary devices produce what effects  Literary devices  Theme  Focus on multiple devices

5. AP Exam Sample Introduction  In “A Barred Owl” and “The History Teacher,” two poets describe efforts by adults to soothe the curiosity and fear of young children. However, the literary devices used by the two authors possess very different intentions and end results. Whereas Wilbur uses a simple rhyme scheme, a humorous tone, and juxtaposition of the rational and the abstract to depict the narrator’s attempt to “domesticate” irrational fears, Collins uses trivializing diction and other devices to show that the teacher’s attempt to shield his students from real-world facts is both ironic and unfruitful.