Poem 3

Due Monday, October 30, along with the analytical essay. Typed, double-spaced, and printed.

This is the poetry part of the assignment that includes your analytical essay. This poem should be informed by a concept that your poetry group agreed upon.   Type your poem and interpretation and be prepared to recite your poem for your poetry group on the 30th. In order to get credit for this poem you also need to turn in the analytical essay.

For this poem remember to pay attention to sound. If your poem is part of a video then the way it flows, the breaks, the rhythm, and the way it sounds will be very important. Recite your poem at least once, and edit your poem so that it sounds the way you want it to sound and so that it is easy for you to recite.

There are four general rules for all poems, regardless of concept:

  1. Write about specific individuals whom you can picture in your mind. Do not write about faceless peasants or homeless people.
  2. Do not put thoughts into the minds of other people. You can describe other people only based on what you can observe.
  3. Focus on objects and activities that can be represented visually (in preparation for your video).
  4. Make sure that a careful reader can construct the setting for your poem and visualize your poem.

To allow a careful reader to reconstruct the setting you might give hints such as place names (In n Out, Berryessa, Cubao) or use non-English words. Keep in mind that if you use non-English words you should insert romanization and translation in brackets.

Poetry Concepts

In class on October 23 and October 25 your poetry group will decide on concepts for your poems.

You will need to write a new poem, but you can use topics that you have developed in previous poems. If your video group selects your poem for its video you will need to edit and revise your poem later on.

Group Concepts

Remember that you should write poems based on your group concept (suggestions in parentheses):

  • 6 Flags: How would my relationship to the person in my poem be different if we did not have different wealth/income? (be careful about conditional verbs; focus on shared and/or separate activities)
  • Shady Umbrella: Different standard of living in hometown and US (focus on activities)
  • WHXJX: What would we do differently if the situation happened again? [Old: Imagine my situation switched with the person in my poem] (be careful about conditional verbs; consider how the meanings of objects or activities would change)
  • Smelly Toes: Motives keeping us in school (a certain dream; focus on dreams of a better society, not just the dreams for a single individual or family; if possible, focus on activities; be careful about conditional verbs)
  • Lancer: Wealth background affecting friendship (focus on shared activities)
  • ID 17: Difference between living in urban and rural area (focus on specific people, objects, and/or activities)
  • Fab 5: What would it be like if there were no poor people (be careful about conditional verbs; focus on one activity that would be different)
  • Higher Sisters: How does family background affect wealth differences (focus on shared and/or separate activities)
  • Generic: Meaning of food for different people based on incomes [Old: Compare and contrast lifestyle] (focus on shared and/or separate activities; focus on specific dishes or ingredients)
  • CDC: Different relatives and own family shopping for clothes [Old: Relationship between wealth classes] (place where people interact; focus on shared and/or separate activities; consider relations of production)

Analytical Essay

For your analytical essay it will be helpful for you to record the steps that you took in writing your poem. For example, you will probably have to spend some time thinking about an activity that will provide you with a setting and images for your poem. That should be one step in your method for writing the poem. Your method and your reflection on the different methods you used to write your poems will provide you with content for your analytical essay.

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