SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere Nutzervereinbarung und die Datenschutzrichtlinie.
SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere unsere Datenschutzrichtlinie und die Nutzervereinbarung.
By EISO class students
KUIS EISO CLASS
Student writings: assignment
A task in the EISO class, 2013
Students of EISO class at KUIS and Tara Mc
I chose to teach my club member, Hana, who have known for three years. The reason
why I chose her was she took an English poetry class with me last year, and I know she
has a wonderful sense of poetry. Also she is so kind, so I thought she would help me for
this assignment. I chose the poem ‘The Tyger’ by William Blake to teach. I chose this
poem, because it is the most famous song in his works, and I studied it individually for an
assignment when I took the class of English poetry, so I understand it well.
I and Hana always spend our lunch time together, so I met her as usual in classroom
during lunch time on November 26th. First, I explained the poem and the meaning,
paying attention to the existence of ‘the tyger’ in the poem. I thought the reason why the
author used ‘tyger’ instead of ‘tiger’ was he tells it is not just a tiger. It means the tyger is
beyond the range as an animal. After the explanation, she said “I agree with your opinion.
From this poem, I imagine tyger is like a god. This idea is the most important to read this
poem.” After that, she seemed to have trouble with vocabulary. I tried to explain all
Moreover, I taught rhymes to her. There are many rhymes in this poem, so I pointed out
them. She was surprised 1to 2 line and 3 to 4 line in all stanzas have rhymes ( e.g.
paragraph 1has ‘bright’ and ‘night’, ’eye’ and ‘symmetry’ as rhymes ).
When she saw the last stanza, she asked me “why are the first and last stanzas same
except the word "could" becomes "dare" in the second iteration?” I said to begin to
wonder about the tiger, and its nature, can only lead to a daring to wonder about it. Also, I
The Tyger by William Blake
explained the structure. The author achieved great power through the
use of alliteration (‘frame’ and ‘fearful’) combined with imagery,
(burning, fire, eyes), and he structures the poem to ring with incessant
repetitive questioning, demanding of the creature, ‘Who made thee?’ In
the second stanza the focus moves from the tiger, the creation, to the
creator of whom the author wonders ‘What dread hand? And what
dread feet?’ We spent about 20 minutes on the task.
I met her during lunch time two days ago, and asked what she felt the
poem. She thought for a while and she said, “When I read the poem for
the first time, I felt it is a little difficult because of vocabulary and
structure. But your instruction was easy to understand. Now I like this
poem because I can feel the power of the tiger.”
Overall, the experience of teaching this song to another person is very
difficult, because the author didn’t mention his idea directly. It was hard
for me to make her understand it. However teaching poem to someone
was very helpful to improve my sense of poem and ability of reading. If
I have an opportunity, I try to continue to teach a poem to another
William Blake, “The Tyger”
TYGER! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare sieze the fire?
Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye,
Dare frame thy fearful symmetry?
Hironobu, H “Song of innocence and of experience”
I chose my mother to teach the song that is one of my favorite ones.
The reason why I chose my mother was she really likes beautiful
things such as arts, music, and buildings. I told my mother the song
“Kristy, are you doing okay?” which was sang by The Oﬀspring. Why I
chose this song to tell was it has really deep meaning which is related
to common problems for children all over the world. My mother’s job
is kindergarten teacher, so I thought it was a good opportunity to
think this issue together. I passed the paper that was written the
poem in advance, and after 1 week later I arranged to meet my
mother on November 27th at our living room. I manage to tell the
meaning of the song by using the story I got inspirations from this
This song has some repetitions, rhymes, and personiﬁcations, so I
especially focused on them.
First of all, I focused on the composition of the song. This song has 5
parts and each part is connected as a story of Kristy. This song is
someone’s view which was keeping watching Kristy while she was
being bullied. This person could not do anything to let her escape
from the bulling, and is worried about Kristy even now. The most
impressive phrase for me is “Don’t waste your whole life trying to get
back what was taken away.” I guess Kristy has been suﬀered from the
worst memories ever since she was young. This phrase means
instead of looking back the past, trying to look forward because the
past is the past. My mother asked me the meaning of two of phrases
“A rose that won’t bloom” and “Winter’s kept you”. I explained the
personiﬁcation that “a rose” and “you” mean “Kristy”. She is not still
able to be positive due to the bad memory. Moreover, I also explained
that “winter” means the bad memory Kristy got, and it doesn’t let her
be positive. My mother deeply understood what I thought about these
Secondly, I focused on repetitions. There are some repetitions in this
song, such as “Can you stay strong?” “Can you go on?” and “Kristy,
are you doing Okay?” I explained that “you” means Kristy, and these
Kristy by The Oﬀspring
phrases are like strong messages for her. This song is kind of story
telling by the person who watched Kristy when they were young. The
phrase“Kristy, are you doing Okay?” is also the title of the song, that’s
why I thought that what the person who watched Kristy really wanted
to say is this. My mother also thought about that too.
Thirdly, I focused on the rhymes. I explained that “time” and crimes”,
“Strong” “on” and “Okay” are rhymes. At ﬁrst, my mother couldn’t
understand what rhyme is, so I sang the song to let her understand it.
After listening to my singing, she said that I could hear similar rhythms
After I tried to let my mother tell the song of the meaning, she said
that she began to like the song because it has a power to encourage
someone who has emotional problems. She also said that there are
lots of people who are looking back the past even though they are
possible to change by themselves and this song is for them.
I thought the opportunity to talk to my mother about the meaning of
the song let me think of what the singer of this song wanted to say
again. Moreover, I felt happy when my mother sympathized with my
view of the song. Though teaching the poem was diﬃcult, there was
the worth to understand and sympathize same things each other.
Kristy, Are You Doing Okay? By The Oﬀspring
Oh, waves of time
Seem to wash away
The scenes of our crimes
But for you this never ends
Can you stay strong?
Can you go on?
Kristy, are you doing okay?
A rose that won’t bloom
Winter’s kept you
Don’t waste your whole life trying
To get back what was taken away
Teach a poem, Identity, to someone
I chose to teach my friend, Natsuki, who I have known for 8
years in high school days. The reason why I chose her was
simple. She is not Kanda University student, and she is not
studying English, but she has much chance to listen to some
songs or poems for infants in her job place, the nursery school.
Because of that, I guessed she can compare Japanese and
English poems and understand them well. In this assignment, I
chose “Identity” which I have studied in this poem class because
it is quite interesting and I thought it is easier to understand than
the other poems for her who does not study English daily.
I arranged to meet her on 3/June/2013 at a restaurant.
Before starting teaching, I asked her how she can understand
English. She said “I almost have not studied it after graduating
my high school, so it might be diﬃcult to understand all.”, so I
prepared a vocabulary sheet to make this activity smooth. After
she read this poem, she seemed to have trouble with the
sentence structure. In this poem, there are no conjunctions
between words and a few subjects. For example, line 4 to 6 is
I’d rather be a tall, ugly weed,
clinging on cliﬀs like an eagle
wind-wavering above high, jagged rocks.
In this sentence, there are no “and”, and it has just one subject.
She felt such diﬃculty how each sentence has connection. To
solve this diﬃculty, I recommended her to read those sentences
impartially. Then she could understand this poem roughly. On the
other hand, she could realize this poem has many metaphors.
She said “This poem is like Japanese poem. Many literatures in
Japan recommend us how we should live like ﬂowers or trees.”I
could agree with her opinion. We spent about 30 minutes on this
task. After ﬁnishing it, I asked her “Did you enjoy this activity?”,
and she said “Yes, but it is really diﬃcult to read an English poem
because it might not have accurate style of writing. After
understanding it better, I could feel satisﬁed like I could solve
complicated questions.” Actually, I also enjoyed this task after
letting her understand this poem well.
Identity by Julio Noboa Polanco
On 6/June/2013, I followed up on the ﬁrst meeting by
meeting her again. I asked her how you remember that poem,
Identity. She said “I remember that content, but I already forget
almost all vocabularies which you taught to me.”I felt
disappointed to hear this opinion, but it must be usual thing for
people who do not study English daily. At least, because of my
teaching, she could remember this poem roughly.
Finally, I asked her to repeat this poem to me, and I
perceived she could read through it totally better than ﬁrst time. It
is a normal thing because she read it many time to understand,
but I was satisﬁed with what I could help her as much as I can. In
this task, I could study that it is highly diﬃcult to teach something
to someone and it takes long time depends on how it is
complicated. Also, I thought when we teach something, we must
prepare for it carefully to answer every question from students.
Identity by Julio Noboa Polanco
Let them be as ﬂowers,
always watered, fed, guarded, admired, but harnessed to a pot of
I'd rather be a tall, ugly weed,
clinging on cliﬀs, like an eagle wind-wavering above high, jagged
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea, carrying my soul,
beyond the mountains of time or into the abyss of the bizarre.
I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling ﬂower, growing in clusters in the
fertile valley, where they're praised, handled, and plucked by
greedy, human hands.
I'd rather smell of musty, green stench than of sweet, fragrant
If I could stand alone, strong and free, I'd rather be a tall, ugly
Teach a poem to someone
I chose to teach my friend, Mizuho, who I have known for 7
years. The reason why I chose her was she is so kind, serious
and we understand each other well. Also she is my best friend so
I thought that she would help me for this assignment. I chose the
poem “In Spring” by Shuntaro Tanikawa to teach. I chose this
poem because I have known this poem since I was an
elementary school student and I like the atmosphere of this
poem. We are not at same university so we met at café on March
30th and we talked about 15 minutes.
There is some rhythm in this poem which is written in Japanese.
However, there is no rhyme and rhythm in this poem which is
written in English so I focus on the composition of poem and the
stressed words which is emphasized in this poem.
First, I explained about composition of the poem to her. This
poem has three parts. First part (from “what is this feeling?” to
“Welling up inside me, making me wants to shot out loud”) said
about wonderfulness of life. There are many creatures and things
on the earth and they have lots of energies. They are restricted
their activity during winter. But it starts again when it came spring
so we can feel their energies in spring. Second part (from “What
is this feeling?” to “trying to ﬂood over”) means that we have
various feeling and feel lots of emotions in our life. We are
stimulated from many things on the world. As a result, we feel
many emotions like happiness, sadness and admiration. Third
part (from “What is this feeling?” to the last sentences) said
about human’s desires. Many creatures take back their energies
again when spring came. For example, putting forth leaves. From
looking the breath of spring like that, human take back energy
again, too. They thirst for doing what they want to do. After I
ﬁnished explain the composition, I asked her whether she has
the sentences which she did not understand or not. She
answered, “I have learned this poem when I was an elementary
school student so I almost could understand. But I did not
understand the second sentence from the last. What is this
mean?” I answered her question. “I think this sentence says
about sadness of ﬁnishing the winter. It describes the pleasure of
coming spring in this poem, but it includes a sad feeling in this
poem because of ﬁnishing the winter. I think author expressed
In Spring by Tanikawa Shuntaro
this emotion as this sentence.” After that, she seems to be
accepting my answer.
Moreover, I explained the stressed words “What is this feeling?”
to her. This phase is used at four times in this poem. It is
repetition and emphasis of poetic expression. After ﬁnishing my
explaining, she said, “I also think this phase is so important in this
poem because it is used at many time.”
Two or three days ago, I called her and asked what she felt about
the poem. She thought for a while and she said, “I like this poem
because I sympathize with author’s thought and I like the
atmosphere of this poem. Also there are not diﬃcult words and
composition is easy to understand. So I like this poem than
I found that teaching a poem to someone is interesting but not
easy because it needs to understand the poem’s content well.
However, while I was teaching and talking with my friend about
the poem, I considered again about the meaning and what author
want to say. And then, I could deepen my understanding of the
poem. I thought this assignment is good opportunity for me.
In spring Shuntaro Tanikawa
1. What is this feeling?
2. This invisible ﬂow of energy
3. That comes up from the earth, into the soles of my feet
4. Coming through my stomach, to my chest, then up into my
5. Welling up inside me, making me want to shout out loud
6. What is this feeling?
7. Buds bursting out from the tips of tree branches, poking at
8. It is delight, but also grief
9. It is agitation, and yet tranquility
10. It is longing, with hidden anger
11. Held in check by the dam in my heart
12. But the whirlpools, held back, grow ﬁerce
13. Trying to ﬂood over
14. What is this feeling?
15. I want to dip my hand into the sky’s blue
16. All the people I’ve never met -
17. I want to meet them; I want to talk to them
18. I wish tomorrow and the day after tomorrow would come all
19. I feel so impatient
20. I want to walk beyond the horizon
21. And yet, I want to stay right here on this patch of grass,
22. I want to call out to someone in a loud voice
23. And yet, I want to be alone in silence
24. What is this feeling?
Shigeru.A “Ondoku Roudoku Hyougenyomi no Sekai”
My Setsuna, “In Spring by Tanikawa Shuntaro”, posted on
February 13th by wheesy3
Teach a poem to someone
Part1: the person I chose and why
Though I was in trouble to choose somebody, I chose my friend who works together with me at the part-time job. The reason I chose him
was his generosity. I think that almost all people is too lazy to help others with tasks, therefore I had to choose a kind person. Also I chose
the poem,”745” by Emily Dickenson to teach. I choose this because I know about this poem very well, and also this poem ﬁlled with
messages which can be the staﬀ of life. Therefore I thought that to know this poem bring him a good inﬂuence.
Personally, I like her poems very much. When I become utterly tired of life, I sometimes remember her poems. Though to live is really
diﬃcult for me, I was helped by her poem sometimes.
Part2: the story of when, where and how I taught the poem
At free time of part-time job on June 2 2013, I explained to my friend the poem and the meaning, paying attention to author’s feeling in
the poem. Needless to say, he is so weak to understand English that I tell him the meaning by translating into Japanese. I felt it is diﬃcult
to teach the feeling I have and the meaning of poem to others. He seemed to be trouble to understand this poem.
I think people have to face their internal mind to appreciate the real meaning of the things. Since Emily wrote free verses, they do not have
prescribed rhythm and rhyme. Therefore, It was diﬃcult to read together. I explained him what Emily had felt for the time being.
Emily Dickinson’s 745
Part3: to follow up on the teaching
On the same day, I followed up him to understand this poem
after our job.
Then I asked him which point he cannot understand. He told me
his opinion against this poem. In this poem, Emily tells about
“Renunciation”. She said “Renunciation is a piercing Virtue.”
However, my friend said “Never to give up is a piercing.” It is a
very interesting point for me. It is true there are solemn facts we
cannot deny in human life. However It is also true that we still
have many possibility unlike Emily.
Part4: conclusion and recommendations
Finally, I recommended my friend to read other Emily’s poems.
Overall, the experience of teaching poems to another person was
very good opportunity to know references except mine. The
advice I would give to someone else is to read poems inﬂuence
Dickinson, E. (n.d.) Poems. Retrieved from http://
♯745 Emily Dickenson
Renunciation -- is a piercing Virtue --
The letting go
A Presence -- for an Expectation --
Not now --
The putting out of Eyes --
Just Sunrise --
Lest Day --
Day's Great Progenitor --
Renunciation -- is the Choosing
Against itself --
Itself to justify
Unto itself --
When larger function --
Make that appear --
Smaller -- that Covered Vision -- Here –