Tekstanalyse og –historie Tekstanalyse og –historie F06F06

Session Eight: Poetry III. Session Eight: Poetry III. Conclusion and EvaluationConclusion and Evaluation

AgendaAgenda

• Repair WorkRepair Work

• Reading poetry – the case of Emily Reading poetry – the case of Emily DickinsonDickinson

• Group work: Craig RaineGroup work: Craig Raine

• Group discussionGroup discussion

• The portfolio examThe portfolio exam

• EvaluationEvaluation

Repair work: PoetryRepair work: Poetry

• A poem is a thematic unit organised A poem is a thematic unit organised into stanzasinto stanzas

• Syntax and grammarSyntax and grammar

• Auditory and visual (graphic) Auditory and visual (graphic) structuresstructures

Repair work: poetryRepair work: poetry

• A stanza is a unit of language A stanza is a unit of language organised by a particular rhyme organised by a particular rhyme scheme or visuallyscheme or visually

• Syntax and grammarSyntax and grammar

• Auditory (phonetic) structuresAuditory (phonetic) structures

• Visual (graphic) structuresVisual (graphic) structures

Repair work: poetryRepair work: poetry

• A line is a unit of language organised A line is a unit of language organised by metreby metre

• Syntax and grammarSyntax and grammar

• Auditory (phonetic) structuresAuditory (phonetic) structures

• Visual (graphic) structuresVisual (graphic) structures

Repair work: poetryRepair work: poetry

• A poem is a unit of language A poem is a unit of language organised into patterns of figurative organised into patterns of figurative languagelanguage

• Figures of thought. TropesFigures of thought. Tropes

• Figures of speech: rhetorical figures. Figures of speech: rhetorical figures. Schemes. Schemes.

Repair WorkRepair Work

• A road map of analysing and A road map of analysing and interpreting poetryinterpreting poetry– 1. paraphrase the poem (outline the 1. paraphrase the poem (outline the

speaker’s situation. Does it change? Why? speaker’s situation. Does it change? Why? What is the poem about? Thematics and What is the poem about? Thematics and theme.theme.

– 2. analyse and outline the poetic devices: 2. analyse and outline the poetic devices: stanza, metre, rhyme, figurative languagestanza, metre, rhyme, figurative language

– 3. consider how 1. and 2. create meaning 3. consider how 1. and 2. create meaning together.together.

Emily DickinsonEmily Dickinson

• Follow the road map for analysing Follow the road map for analysing poetry, especiallypoetry, especially

• 1. Paraphrase the poem1. Paraphrase the poem

• 2. Stanza, metre, rhyme, figurative 2. Stanza, metre, rhyme, figurative languagelanguage

• Consider 1. and 2. togetherConsider 1. and 2. together

Group work: Craig RaineGroup work: Craig Raine

• ””A Martian Sends a Postcard Home”A Martian Sends a Postcard Home”– 1. paraphrase the poem (outline the 1. paraphrase the poem (outline the

speaker’s situation. Does it change? Why? speaker’s situation. Does it change? Why? What is the poem about? Thematics and What is the poem about? Thematics and theme.theme.

– 2. analyse and outline the poetic devices: 2. analyse and outline the poetic devices: stanza, metre, rhyme, figurative languagestanza, metre, rhyme, figurative language

– 3. consider how 1. and 2. create meaning 3. consider how 1. and 2. create meaning together.together.

The Portfolio ExamThe Portfolio Exam

• Fire øvelsesopgaver fra kursetFire øvelsesopgaver fra kurset– 2 summaries2 summaries– 2 assignments2 assignments

• Kursuslærerens kommentarerKursuslærerens kommentarer

• Den studerendes redegørelse for Den studerendes redegørelse for porteføljens indhold (max 3 sider)porteføljens indhold (max 3 sider)

The Portfolio ExamThe Portfolio Exam

• ””Redegørelse”Redegørelse”

• Afsluttende refleksioner over og Afsluttende refleksioner over og besvarelse af kursuslærens besvarelse af kursuslærens kommentarer til hver øvelsesopgavekommentarer til hver øvelsesopgave

The Portfolio ExamThe Portfolio Exam

• Eksempel (summary)Eksempel (summary)• Group 1: Tine Sømod, Peter Neumann, Sigrun Group 1: Tine Sømod, Peter Neumann, Sigrun

Haslund JensenHaslund Jensen• GROUP 1: FOR YOUR INDIVIDUAL EXAM GROUP 1: FOR YOUR INDIVIDUAL EXAM

PORTFOLIO:PORTFOLIO:• Include your summary with my comments and your Include your summary with my comments and your

own reflections concerning those comments (max own reflections concerning those comments (max 400 words). Your reflections must consider my 400 words). Your reflections must consider my comment 3 below. Remember this is NOT group comment 3 below. Remember this is NOT group work.work.

•   [jk3][jk3]Your definition confuses the notions of plot Your definition confuses the notions of plot specific to narrative and drama respectivelyspecific to narrative and drama respectively

The Portfolio ExamThe Portfolio Exam

• Eksempel (assignment)Eksempel (assignment)• You have written a good esay with several You have written a good esay with several

interesting observations. Moreover, you show that interesting observations. Moreover, you show that you have a fair understanding of the theme. you have a fair understanding of the theme. However, your use of the key concepts and terms However, your use of the key concepts and terms in your analysis of the plot is not very systematic. in your analysis of the plot is not very systematic. For your exam portfolio, you must include this For your exam portfolio, you must include this essay with my comments. Moreover, you must essay with my comments. Moreover, you must compare your analysis of the plot and the one compare your analysis of the plot and the one outlined in ”Notes towards the analysis of plot outlined in ”Notes towards the analysis of plot and theme in Thirwell’s ”The Cyrillic Alphabet” and theme in Thirwell’s ”The Cyrillic Alphabet” (available at course homepage)(available at course homepage)