Imagism

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Education

The Importance of Words The Imagist Movement

“Imagism”: A definition ,[object Object],[object Object]

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Some Imagist Poets ,[object Object],[object Object],[object Object],[object Object]

Example of Imagist Poetry ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Here is the list of assigned poems for Phase Three: “Dog's Death" by John Updike, "The World is Too Much with Us" by William Wordsworth, “Shall I compare thee to a summer’s day?” by William Shakespeare, “The Facebook Sonnet" by Sherman Alexie, “Do Not Go Gentle into That Good Night” by Dylan Thomas, “Form" by Elaine Mitchell, “Shooting the Horse" by David Shumate, “A Red, Red Rose” by Robert Burns, "this morning (for the girls of eastern high school)” by Lucille Clifton, “Because I could not stop for Death” by Emily Dickinson, “The Road Not Taken” by Robert Frost, “Pied Beauty” by Gerard Manley Hopkins, “Harlem” by Langston Hughes, “Written in Disgust of Vulgar Superstition", “The New Colossus” by Emma Lazarus, PHASE 3 DISCUSSION BOARD What is poetry? This literary genre has been around, first as an oral tradition, since the beginning of human history. Yet there is no absolute, agreed-upon definition of poetry. The poet Salvatore Quasimodo said it is “the revelation of a feeling that the poet believes to be interior and personal which the reader recognizes as his own,” while Greek philosopher Plutarch called it “painting that speaks.” And contemporary author and poet Salman Rushdie has said, “A poet's work is to name the unnamable, to point at frauds, to take sides, start arguments, shape the world, and stop it going to sleep.” Whatever your own feelings, try to approach the Phase 3 readings with openness. You just may discover that all three writers were correct about poetry! Part A: Chosen Poem After reading the fifteen assigned poems, choose one that especially resonates with you and speaks your truth in some way. Write a paragraph elaborating on at least three reasons why you selected this particular poem. Which lines are especially memorable to you? Part B: A Poet and Didn’t Know It Try your hand at composing your own 8 to 20 line poem. Choose a topic that interests you: anything from a hobby to a place to a special person or memory. It doesn’t matter whether it is rhymed or unrhymed, but it does need to include vivid imagery and figurative language. Don’t worry about perfecting your poem; you are not expected to produce a finished product. Rather, this is an exercise in learning about the poet’s creative process. Try not to over-think it; one of the wonderful gifts of poetry is that there is no “right” or “wrong” way to write it. PHASE 3 INDIVIDUAL PROJECT For 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. Al.

Here is the list of assigned poems for Phase ThreeDogs Deat.docx

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This English 102 assignment prompted us to identify a poet's influences and determine if the poet had an impact. The presumption was an impact upon literature. Amazingly enough, I never looked at Cummings in any depth prior to this paper. In fact, I don't even recall ever reading any of his poems prior to researching this paper. I had some trouble with this paper early on. The prompt mentioned that we should not give a "report" on the poet. To me that meant we should not give much attention to the poet's biography. Well, the paper I was writing gave way too much detail to Cummings' time in France, Russia, his childhood, and his affair with Elaine Orr. Setting the paper aside for a week then looking at the prompt again, I discovered my "feeling" was 100% accurate. The end result of the rewrite is what you see here.

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Rhetorical Devices and Speech Analysis Goals: to analyze the effectiveness of a speech based on the Rhetorical devices used by a speaker create a sentence outline analyzing 3 Rhetorical devices write a 5 paragraph essay analyzing the Rhetorical devices Analyzing a Speech A speech can be made more effective if the speaker considers using several literary devices. To help you understand how to write an Analytical Essay about a speech, this presentation will consider a speech given by Nelson Mandela in London as part of the campaign to end poverty in the developing world. 2 Rhetorical Devices Audience Purpose Repetition Imagery Ethos Logos Pathos Rhetorical Device - Audience Who you are writing for Helps you make decisions about what information to use, your tone and your language Example 1: Mandela addresses a global audience. He makes a call to action to the world leaders to focus on poverty at their July meeting in Scotland. “I say to all those leaders: do not look the other way; do not hesitate.” Example 2: Mandela calls people of the world to take action against poverty because it would “be a crime against humanity, against which I ask all humanity now to rise up.” Rhetorical Device - Purpose Why the author wrote Goal is to Persuade, Inform and Explain Example 1: Mandela states that he was invited to speak by The Campaign to Make Poverty History and that it represents “such a noble cause.” Example 2: Mandela’s purpose is to persuade the audience to take action to end poverty. He states that “as long as poverty, injustice and gross inequality persist in our world, none of us can truly rest.” Rhetorical Device - Repetition Repeat a few words or phrases a few times Make an idea clearer Emphasize significance of the phrase Example: At the end of his speech, Mandela repeats two sentences that are very similar to reinforce his point about ending poverty. He says, “Make poverty History in 2005. Make History in 2005.” The repeated pattern of these similar sentences reminds the listener the main point of his speech and reinforces his persuasive message about ending poverty. Rhetorical Device - Imagery Author’s use of words and phrases to create “mental images” for the reader Helps the reader to visualize more realistically the author’s writings Uses figures of speech like simile, metaphor, personification, onomatopoeia Example: Mandela compares poverty to prison. “Millions of people in the world’s poorest countries remain imprisoned, enslaved, in chains. They are trapped in the prison of poverty.” These sentences help the listener visualize the harshness of poverty. Rhetorical Device - Ethos Credibility/trustworthiness Example: Mandela establishes credibility with the audience by referring to a shared past experience. He reminds the audience how a similar crowd “stood in solidarity with us, just a few yards from this spot” during the movement against apartheid. Rhetorical Device - L.

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Imagism

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