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TPCASTT Poetry Analysis

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TP-CASTT Poetry Analysis T Title Before you even think about reading the poetry or trying to analyze it, speculate on what you think the poem might be about based upon the title. Often time, authors conceal meaning and give clues in the title. Jot down what you think this poem will be about P Paraphrase Before you begin thinking about meaning or trying to analyze the poem, don't overlook the literal meaning of the poem. One of the biggest problems that students often make in poetry analysis is jumping to conclusions before understanding what is taking place in the poem. When you paraphrase a poem, write in your own words exactly what happens in each line of the poem. Look at the number of sentences in the poem—your paraphrase should have exactly the same number. This technique is especially helpful for poems written in the 17th and 19th centuries that use language that is harder to understand. C Connotation Although this term usually refers solely to the emotional overtones of word choice, for this chart the term refers to any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you identify all the poetic devices within the poem. The ones you do identify should be seen as a way of supporting the conclusions you are going to draw about the poem. A Attitude Having examined the poem's devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the poem. Examination of diction, images, and details suggests the speaker's attitude and contributes to understanding. Think about the tone of the poem and how the author has created it. Remember that usually the tone or attitude cannot be named with a single word - think complexity. S Shifts Rarely does a poem begin and end the poetic experience in the same place. As is true of most us, the poet's understanding of an experience is a gradual realization, and the poem is a reflection of that understanding or insight. Watch for the following keys to shifts: • key words, (but, yet, however, although) • punctuation (dashes, periods, colons, ellipsis) • stanza divisions • changes in line or stanza length or both • irony • changes in sound that may indicate changes in meaning • changes in diction T Title Now look at the title again, but this time on an interpretive level. What new insight does the title provide in understanding the poem. T Theme What is the poem saying about the human experience, motivation, or condition? What subject or subjects does the poem address? What do you learn about those subjects? What idea does the poet want you take away with you concerning these subjects? Remember that the theme of any work of literature is stated in a complete sentence an ...

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The poems are attached!!!! Poetry Explication--Assignment/Instructions Assignment for the Poetry Explication An Explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems listed in this module. Technical Requirements for Explication: The paper must be typed and double-spaced, conforming to proper manuscript MLA format. Please review the MLA documentation module for more information on MLA format. The final draft of the paper must be at least two (2) pages. This is not a research essay; therefore, you will not (and should not) use outside sources. In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem . General Questions to Consider for Poetry Explication These questions will assist you to experience the poem more critically. You do NOT need to address all of the following questions. What does the title contribute to the reader's understanding of the poem? Who is the speaker? Where is the speaker when the poem is happening? What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem? Is there a specific setting of time and place? Is the speaker addressing anyone in particular? How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says? What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What details make possible the formulation of the main idea? Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem? What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? If so, do any words carry evocative connotative meanings? Are there any puns or other forms of verbal wit? Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation? Is irony used? Are there any examples of situational irony, verbal irony, or dramatic irony? Is understatement or paradox used? What is the tone of the poem? Is the tone consistent? Does the poem use onomatopoeia, assonance, consonance, or alliteration? How do these sounds affect you? What sounds are repeated? If there are rhymes, what is their effect? Do they seem forced or na.

The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx

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Poetry Explication World Literature Poetry Explication Assignment Due: 12/02/16 (end-of-day) The Assignment: Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth. About Explication: Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem? An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece. Cite all sources according to MLA and include a Works Cited page. Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see. Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”. Author writes, “quoted line/quoted next line” (871). To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote. Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc. Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next. Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.

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Essay on the Following poems: "They" by Siegfried Sassoon & "Magic of Love" by Helen Farries Begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

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How to Quote and Cite Poetry You will be required to quote and cite lines of poetry for both the Red Bird and Rose analyses. The grade for the poetry analyses will be partly determined by style and partly determined by your analysis of meaning. This PDF handout will focus on the importance of correct style. Paragraph Basics In order to promote clarity, each paragraph must have a topic sentence that announces the main idea of the paragraph. For smooth flow, the beginning of the topic sentence should include a transitional phrase. To promote unity (staying on topic), all paragraphs should present only ONE idea which is supported by facts, examples, statistics or illustrations, etc... Writing unified paragraphs helps both the writer and the reader to concentrate on one point at a time. Let no detail or example creep into your paragraph if it doesn’t support the one idea, or topic sentence. A new paragraph should result if there is a shift of subject, idea, emphasis, speaker, time, or place. In other words, keep one idea per paragraph. Introducing Quotes Readers should be able to move from your own words to the words you quote from a source without feeling a jolt. So introduce all your quotes with signal phrases, usually including the author’s name, to prepare readers for the source: According to ornithologist Jay Sheppard, “The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (96). Although the bald eagle is still listed as an endangered species, it “seems to have stabilized its population, at the very least, almost everywhere” (Sheppard 96). To avoid monotony and excessive repetition, try to vary your signal phrases. Below is a list of appropriate phrases you can use to introduce a quote: acknowledges, adds, admits, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, writes. (Work Cited - Hacker, Diana. Instructor’s Edition: Rules for Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.) Introducing Lines of Verse * Here are a few examples on h ow to introduce lines of verse. (Source: WikiHow. Please visit the webpage (link below) to read more about quoting and citing poetry): Example: Robert Frost uses a variety of words and phrases such as “frozen” (7), “darkest evening” (8), and “before I sleep” (15) to imply thoughts of solitude and the desire to not return to his obligations. Example: The notion of solitude appears in many notable poems including the famous lines, "The woods are lovely, dark, and deep / But I have promises to keep / And miles to go before I sleep" (Frost 13-15). Example: Robert Frost writes about solitude and man’s relationship with nature: Whose woods these are I think I know. His house is in the village, though; He will not see me stopping ...

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or your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer Be able to describe the key elements of form, character, voice, symbolism, language, etc., that enable the writer to deliver a key message Can articulate the (sometimes various) main meaning or key message in a story or poem as the writer intended it, as well as describe the writer’s unique point of view Can reflect upon how a piece of literature illuminates or enriches one’ own experience Un.

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Tpcastt notes

TP-CASTT Poetry AnalysisT Title Before you even think abou.docx

TP-CASTT Poetry AnalysisT Title Before you even think abou.docx

TP-CASTT Poetry AnalysisT Title Before you even think abou.docx

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The poems are attached!!!!Poetry Explication--AssignmentInstruc.docx

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In our research paper titled "Qualitative Analysis on Tax Evasion and Reasons for Reluctance to Join ATL in Pakistan," we delve into the intricate dynamics of tax compliance and explore the underlying reasons why individuals in Pakistan might hesitate to become a part of the Active Taxpayer List (ATL) within the framework of business law and taxation. With a multidisciplinary approach, our team of five researchers embarked on an in-depth exploration of tax evasion behaviors and the factors influencing them. Through qualitative analysis, we aimed to unravel the complex interplay of socio-economic, cultural, and institutional factors shaping tax compliance attitudes among Pakistani taxpayers. Drawing on a diverse range of qualitative research methods, including interviews, focus groups, and content analysis, we gathered rich insights from a diverse sample of individuals representing various sectors of the economy. By immersing ourselves in the lived experiences and perceptions of taxpayers, tax advisors, and legal experts, we uncovered nuanced perspectives on tax evasion practices and attitudes toward ATL membership. Our findings highlight the multifaceted nature of tax evasion in Pakistan, shedding light on both the motivations driving non-compliance and the barriers to ATL enrollment. From perceived inefficiencies in the tax system to cultural norms and trust deficits in governmental institutions, our research identifies a myriad of factors contributing to tax evasion behavior and reluctance to join ATL. Furthermore, our study offers valuable implications for policymakers, tax authorities, and business stakeholders seeking to enhance tax compliance and foster a culture of transparency and accountability in Pakistan's taxation landscape. By addressing the underlying drivers of tax evasion and promoting the benefits of ATL membership, policymakers can design more effective strategies to broaden the tax base and promote sustainable economic development. In conclusion, our research paper represents a comprehensive endeavor to deepen our understanding of tax compliance dynamics in Pakistan and elucidate the complexities surrounding ATL enrollment. By unraveling the intricacies of tax evasion behaviors and attitudes, we hope to contribute to informed policymaking and foster a culture of tax compliance and integrity in Pakistan's business and taxation environment.

Challenges and Opportunities: A Qualitative Study on Tax Compliance in Pakistan

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SEO Case Study: How I Increased SEO Traffic & Ranking by 50-60% in 6 Months

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Challenges and Opportunities: A Qualitative Study on Tax Compliance in Pakistan

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Tpcastt

1. TPCASTT Poetry Analysis

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Hinweis der Redaktion

Does the title give any clues as to what the poem may be about? Explain what the title may mean or what it tells you about the poem that you are about to read.