First Kiss

for Lips
Her mouth
fell into my mouth
like a summer snow, like a
5th season, like a fresh Eden,
like Eden when Eve made God
whimper with the liquid
tilt of her hips—
her kiss hurt like that—
I mean, it was as if she’d mixed
the sweat of an angel
with the taste of a tangerine,
I swear. My mouth
had been a helmet forever
greased with secrets, my mouth
a dead-end street a little bit
lit by teeth—my heart, a clam
slammed shut at the bottom of a dark,
but her mouth pulled up
like a baby-blue Cadillac
packed with canaries driven
by a toucan—I swear
those lips said bright
wings when we kissed, wild
and precise—as if she were
teaching a seahorse to speak—
her mouth so careful, chumming
the first vowel from my throat
until my brain was a piano
banged loud, hammered like that—
it was like, I swear her tongue
was Saturn’s 7th moon—
hot like that, hot
and cold and circling,
circling, turning me
into a glad planet—
sun on one side, night pouring
her slow hand over the other: one fire
flying the kite of another.
Her kiss, I swear—if the Great
Mother rushed open the moon
like a gift and you were there
to feel your shadow finally
unhooked from your wrist.
That’d be it, but even sweeter—
like a riot of peg-legged priests
on pogo-sticks, up and up,
this way and this, not
falling but on and on
like that, badly behaved
but holy—I swear! That
kiss: both lips utterly committed
to the world like a Peace Corps,
like a free store, forever and always
a new city—no locks, no walls, just
doors—like that, I swear,
like that.

Tim Seibles

In order to think, to understand something, we often find it helpful to relate it, or compare it, to something else: to help someone understand something unfamiliar (Schakel&Ridl,1997, p.82)

METAPHOR: The figurative action in a metaphor involves identifying one thing with another that is dissimilar to it

SIMILE: It is a direct or explicit comparison, using such signal words as: like, as, than or similar to.

Please notice the following chart to have a clearer idea.

HYPERBOLE: It is also called an overstatement. (From the greek ¨Throwing beyond¨) it means to state something more strongly than is warranted, to exaggerate.

Examples from the poem

Metaphor: My mouth
had been a helmet forever
greased with secrets

my mouth
a dead-end street

my heart, a clam
slammed shut at the bottom of a dark

Simile: Her mouth
fell into my mouth
like a summer snow, like a
5th season, like a fresh Eden,
like Eden when Eve made God

Hyperbole:

Her mouth
fell into my mouth

one fire
flying the kite of another.

PERSONIFICATION: It is a special variant of a metaphor. By definition, personification involves treating something nonhuman as if it had human characteristics or acted in a human way. Sometimes abstract qualities are treated as if they were human.

METONYMY: It is a substitution. When two things that initially seem unlike are neither compared not identified; instead one thing replaces the other, calling the original to mind in a fresh way. Substituting the name of one thing for that of something closely associated with it.

SYNECDOCHE: It is a subset of metonymy. It is a substitution of a part of a thing for the whole of which it is a apart. Synechdoque is a latin word meaning ¨receive together¨.

TRANSFERRED EPITHET: A term used to describe or characterize a person or thing. It is moving, or changing, a word from one situation to another. It occurs when a modifier (usually an adjective) that, in ordinary speech, would apply to one word shifts to modify another word, one that it does not logically fit.

Please, watch the following video to understand better the ¨Transferred epithet¨figure of speech.

PARADOX: A figurative movement from apparent contradiction to resolution. That is, a statement that seems initially to be self-contradictory or absurd but that turns out to make good sense.

UNDERSTATEMENT or LITOTES: It phrases something in an unexpectedly restrained way. Paradoxically, to deemphasize through understatement can be a way of emphasizing, of making people react with ¨there must be more to it than that

Some examples you use every day are:

PUN: A figurative action of bringing together, often humorously, two or more different meanings of the same word, or different words that sound alike.

Some examples in poems we have read:

Metonymy: There was a man who found two leaves and came indoors holding them out saying to his parents that he was a tree.

The whole line is a representation is representation of how metonymy would be. (Rusel Edson, ¨The Fall¨pp.18)

Synecdoche: I thought the earth remembered me (¨Sleeping in the forest¨ Mary Oliver. pp. 87

Paradox: The boy´s first outcry was a rueful laugh (¨Out, Out¨ Robert Frost. pp. 21,22 )

Pun: check the following poem by Rusell Edson ¨The Fall¨
page 18 Approaching Poetry.

The Fall 
 

There was a man who found two leaves and came indoors holding them out saying to his parents that he was a tree.

    To which they said then go into the yard and do not grow in the living-room as your roots may ruin the carpet.

    He said I was fooling I am not a tree and he dropped his leaves.

But his parents said look it is fall.

The whole poem was a fun representation

Symbols are images or actions that suggest or mean something in addition to themselves.

A literary symbol: It is an image or an action in the poem (or story or play) that can be seen, smelled, touched, heard, tasted or experienced imaginatively, but that also convey abstract meanings beyond itself.

Example from the peom ¨ The First Kiss¨

¨the sweat of an angel
with the taste of a tangerine,¨ (10 & 11 line)

Archetype: They are images used again and again in myths, folktales, fairy tales and religious writings, stories and poems that reflect original patterns. Archetypes are original patterns or models from which later things are made .

Example from the Poem ¨The First Kiss¨

Summer snow, Eve, Eden, Angel, God, Heart

Brendan Constantine

The Opposites Game

for Patricia Maisch

This day my students and I play the Opposites Game
with a line from Emily Dickinson. My life had stood
a loaded gun, it goes and I write it on the board,
pausing so they can call out the antonyms –

My Your
Life Death
Had stood ? Will sit
A Many
Loaded Empty
Gun ?

Gun.
For a moment, very much like the one between
lightning and it’s sound, the children just stare at me,
and then it comes, a flurry, a hail storm of answers –

Flower, says one. No, Book, says another. That’s stupid,
cries a third, the opposite of a gun is a pillow. Or maybe
a hug, but not a book, no way is it a book. With this,
the others gather their thoughts

and suddenly it’s a shouting match. No one can agree,
for every student there’s a final answer. It’s a song,
a prayer, I mean a promise, like a wedding ring, and
later a baby. Or what’s that person who delivers babies?

A midwife? Yes, a midwife. No, that’s wrong. You’re so
wrong you’ll never be right again. It’s a whisper, a star,
it’s saying I love you into your hand and then touching
someone’s ear. Are you crazy? Are you the president

of Stupid-land? You should be, When’s the election?
It’s a teddy bear, a sword, a perfect, perfect peach.
Go back to the first one, it’s a flower, a white rose.
When the bell rings, I reach for an eraser but a girl

snatches it from my hand. Nothing’s decided, she says,
We’re not done here. I leave all the answers
on the board. The next day some of them have
stopped talking to each other, they’ve taken sides.

There’s a Flower club. And a Kitten club. And two boys
calling themselves The Snowballs. The rest have stuck
with the original game, which was to try to write
something like poetry.

It’s a diamond, it’s a dance,
the opposite of a gun is a museum in France.
It’s the moon, it’s a mirror,
it’s the sound of a bell and the hearer.

The arguing starts again, more shouting, and finally
a new club. For the first time I dare to push them.
Maybe all of you are right, I say.

Well, maybe. Maybe it’s everything we said. Maybe it’s
everything we didn’t say. It’s words and the spaces for words.
They’re looking at each other now. It’s everything in this room
and outside this room and down the street and in the sky.

It’s everyone on campus and at the mall, and all the people
waiting at the hospital. And at the post office. And, yeah,
it’s a flower, too. All the flowers. The whole garden.
The opposite of a gun is wherever you point it.

Don’t write that on the board, they say. Just say poem.
Your death will sit through many empty poems.

(Meanings taken from https://www.dictionary.com)

SPEAKER

The speaker is the voice the author uses to deliver his/her message, in this case, a poem. Not necessarily is the poet who is speaking through him/herself. There are two different speakers: The author (Poet) or The speaker (Personna) in terms of a separated narrator or character delivering the poem.
Sometimes the poem could include an ¨I ¨, however that is not a solid indicator that the author is speaking through himself.

In the poem The Opposites game the first stanza starts:

This day my students and I play the Opposites game.

Brendan Constantine may refer to his own experience as a teacher or to his friend Patricia Maisch who experienced and witnessed a shoot-out in Arizona, where 6 people were killed and 11 more injured.
Patricia stood up and restrained the gunman`s hand as he was going to reach an ammunition clip. That helped to stop the attack along with two other men who tackled the attacker.

Mrs Maisch is currently an activist against gun violence

Please watch the following video. You can visualize more in the deep the tone and attitude delivered from Brendan Constantine

TONE

The tone or mood is the attitude that the speaker takes toward a subject, a character, or the reader.

The attitude the speaker reflects in his poem is heartening inviting to reflection. Involving children as the characters who reflect on the existence of a gun. Children represent innocence, dreams and aspirations. It shows how children are right in the view of peace in a world with no guns. All their answer seems to be correct. They seem to fit in with any connotation that a gun might signify. The antonym of a gun is not just one word, but it means a infinite number of moments , opportunities and many things to be done.

The author mood is encouraging when he declares in the 11,12 and 13 stanzas that the opposite of a gun is everything above or at any space they see or not see. Any thing they just said or did not say.

IRONY

A way of speaking in which the writer or speaker creates a discrepancy, or gap, between what is said and what is meant.

There are 3 kinds of iranoy:

1—Verbal Irony: all what is said is pretty nearly the opposite of what is meant, ( ¨Lovely day out ¨ ) when the weather actually is miserable and whithin verbal Irony you can find Sarcasm which is more direct, harsh, and cutting.

Is there sarcasm in the poem?

Yes there is . Stanza 6 , 4th line and stanza 7 , 1st line

Are you crazy? Are you the president of stupid-land? You should be, When`s the election?

2- Dramatic Irony: It is represented as when you as the audience realize implications of words or acts that the characters do not perceive.

Is there Dramatic Irony in the poem?

In plain sight there is not presence of it, unless we could infer in the case we could role play the poem an see the moment when the class finishes the day, and come back the next day arguing the topic of the opposite of a gun. One part of the students came across with more new answers , others figured out a new poem. We did not see that section and the author did not know, but saw when the poem was done.

It’s a diamond, it’s a dance,
the opposite of a gun is a museum in France.
It’s the moon, it’s a mirror,
it’s the sound of a bell and the hearer.

3– Situational Irony: It happens when an outcome turns out to be very different from what was expected or hoped for.

Is there situational Irony in the poem?

Yes there is. It seems to be purposely inflected. The activity is just a game to come across the antonyms. A game for identification of sintaxis , but it turned out to something else. The students ended up in an argument of constraint and freedom from the use of weapons. The game went beyond of analysis

Please watch the following clip

Following you will find a video of the poem ¨The Tyger¨

How important are sounds to convey meaning to a poem?

First of all, according to William Stafford, The sound itself seems to have some significance. He thinks that the sound somehow suggests something about a number of linked ideas and feelings.

Ass a personal opinion, I can tell you that sounds uplift or elevate the significance to make some features of a poem to stand out, as they poet wants reader enjoy and pay more attention to it. The poet wants the reader to identify its secret meaning and mix the letters with feelings

1- What is Onomatopoeia and how it is represented in the poem?

The word Onomatopoeia is when a word depicts the sound of a word
Example in the poem: burning bright (first line, first stanza)
beat (third stanza, third line)

Such sounds makes the reader to imagine those sounds to brings the power of such sound come alive, reminding the power of the a tiger.

2- What is the Alliteration and how it is represented in the poem?

It is the repetition of the initial consonant in a series of words.
Example in the poem: ¨Tyger, Tyger, burning bright¨ (First ine, first stanza)
Alliteration makes the reader to pay close attention to important words in a poem. Besides it creates some sort of musicality.

3- What is Consonance and how it is represented in the poem?

It is the repetition of consonant sound in a line.
Example in the poem: (letter t ) ¨could twist the sinews of thy heart¨ (Second line, Third stanza)

4- What is assonance and how it is represented in the poem?

Assonance is the repetition of vowel sounds in the same line such as rthe sound of /ae/ in : ¨Dare its deadly terrors clasp!¨ (Fourth line, Fourth stanza)

5- What is rhyme scheme and how it is represented in the poem?

Rhyme scheme is the pattern of rhyme in each of the lines in a poem.

What the hammer? what the chain,
In what furnace was thy brain?
What the anvil? what dread grasp,
Dare its deadly terrors clasp!

The rhyme here is exact . Vowel and the consonant sounds following it are the same: chain and brain—- Grasp and Clasp

Peter Schakel & Jack Ridl in their book Approaching Poetry, state that rhyme leads to various effects: it gives emphasis to important words: it can create a type of connection or bonding; it can strengthen organization and unity; it can contain meaning; it can provide a sense of completion.

6- what is end rhyme and how it is represented in the poem?

It involves rhyming words that occur at the ends of lines; in internal rhyme, two or more words within a line, or within lines near each other, rhyme with each other, or words within lines rhyme within words at the ends. (Schakel&Ridl, 1997, p.123)

When the stars threw down their spears
And water’d heaven with their tears:
Did he smile his work to see?
Did he who made the Lamb make thee?

7- What is internal rhyme and how it is represented in the poem?

It is when a word inside a line rhymes with another word on the same line.

Example: What dread hand? & what dread feet?

8- What is near rhyme and how it is represented in the poem?

It occurs at the end of lines. Words with identical final consonant sounds but different vowel sounds.

Descriptors: (called appositives) They are phrases that add more detailed description to a sentence or a phrase

In the ´The Ode to Atumn¨ You can see how the Autumn is described as: ¨Season of mists and mellow fruitfulness ¨ (1st Stanza, 1st Line)

Realistic Imagery: They are literal images that appeal to one or more of the senses, words that enable us imaginatively to see, hear, taste, smell, touch or feel what is being referred to. Realistic imagery is the use of descriptors which the people in the natural world are most familiarized with.

Nonrealistic imagery: It may create images that do not necessarily reflect the world as we see it , or also lead us to see the world in new ways. Sometimes we tend to come up the term Unrealistic as distorted reality. However, you can never be sure that the way you see the world is the way the world really is.

The line:

¨Where are the songs of spring? Ay, Where are they?¨¨ (3rd Stanza, 1st Line)

Is it that spring has music?

Look at the following clips and feel the notes of the song representing interpretation to the author what the notes of spring is to their consideration.

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Watch the following clip from the film ¨Amelie ´ find the images

Here is the transcript

Everything’s perfect: the softness of the light, that little scent in the air, the peaceful sounds of the city. Life seems so simple and crystal-clear that she’s swept by this desire to help all mankind.

-I’ll help you. We go down and there we go! There’s the widow of the drummer of the brass band. Hey, the horse’s lost one ear! The husband of the florist is laughing. There are lollipops in the shop window! Can you smell his scent? This man is offering melon to his clients to taste. There, they make wonderful ice-cream! We’re passing in front of the butcher’s. Ham 79 francs. Spareribs, Here we’re at the cheese merchants. At the butcher’s, a baby’s looking at a dog, that’s looking at the chicken.

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RESPONSE ANALYSIS (Poem: Out, Out)

In response to the students analysis of the poem, I should say that those are individual perceptions. All of them strongly valid. However, some of them deviated from the main idea of the poem as they saw the wood and the saw as representation of a undiscriminated deforestation. Some held and discussed that for several lines. Again, I consider that was not the intention of Robert Frost. Further down in the responses, I noticed the students turned to analyze the poem with more emotivity. I must say. Likewise, the first student declared he liked the vivid language and the preciseness of the words.

By these last words from the first student is where I totally agree as I felt sadness, fear and expectation. The words And the refrain of “The saw, snarled and rattled, snarled and rattled” really made me shivers. It rumbled into my ears. I imagined the child being hurt to death. I imagined how a life could end in the fullness of youth at the unjust expense of innocence, weakness, and a life to be full of chances.

Robert Frost’s narrative and descriptive poem, free verse. Did really hit with realism and straight forward message the heart and imagination of the reader. As for me, it caught my full attention by describing the setting and time: such as woods, mountains, and sunset. It depicts the life and its hard moments as being in a valley of sorrow when sun sets and life ends.

THE READING PROCESS

Reading is oriented to criticism. Reading is not just simply decode those letters or marks in a page. But it goes beyond the sight. Reading demands interest, emotion, sense, understanding and the evaluation of the motivation concerning the author, the message and the reaction or impact reflected in reader’s mind. Reading influences and creates discussion.

I invite you to check the following infographics

FILL IN GAPS

To fill the gaps, simply, concerns pure reasoning, questioning by inferring a imaginary situation that hypothetically or theoretically might offer the best of unexplained or not mentioned aspects in a logical sequence of events. Also, should we mention that the lack of some descriptive information might be considered as a gap. For instance, in the ‘out, out’ poem You should wonder. How old the boy was and why he was doing a man’s work. Certainly, fill in the gaps represents somehow the reader’s interest and the author’s goal through the message. It is important to mention that those gaps detected by the reader and probably intentionally left by the writer are normal as to fulfill the objective of the message is to portray relevant information only.

TEXT AND POEM

As you have seen reading process has to do with cognitive perception captured in the page. The writers intention and reader perception. The understanding relies on assumptions, memories and/or preconceived attitudes. The text then represent the arrangement of the codes, the organization of words. In the other hand, the poem is the abstract photograph of the text that artistically has been formed.

In the following picture what for you represents the text and what represents the poem?

EFFECT AS MEANING

The effect has to do with meaning that text in the poem, while you being focused, makes on you. That deals with the response you take towards the effect that in this case the ‘out, out’ poem cause on your senses. Your senses are connected to previous experiences and or the opinion or consideration of a certain act. You can see, for instance, how horror captivates the reader by realizing how the boy is hurt to death by the saw.

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ANALYSIS / RESPONSE

This free verse and meditative-narrative poem brings to discussion how a mother and her children were victims from physical abuse from a man; the Children’s father.

He is compared side by side with President Nixon in two ways. The failure of Nixon was to fail to rule a country. So does this so called head of a family did too. Now his children hate him. They are still recalling the moment he was kicked out as it was enough from abuse. They grinned inside their hearts as the american people did in 1974 as well, when president Nixon resigned the presidency.

This son or daughter recalls how powerful he was at work, the assets he possesed and kind of life style he had, but probably his ego had brought him down , and lost everything; leaving this man in misery. Now, he is being demanded to pay for his actions, by sharing a wish for his annihilation. However, there is a sudden slight change in the Narrative and he is called Father with capitalized “F”. That could indicates recognition and forgiveness.

If you pay attention to the text of the poem you can ask yourself some questions: who are really the victims?

Is the mother and children ?

Or is it just the mother ?

Or is it the children suffering from memories and lack of forgiveness?

Is the father a victim because of his past actions?

The english Sonnet is formed of three quatrains (typically rhyming abab efef) and a couplet (two rhyming lines). Usually the subject is introduced in the first quatrain.

The Haiku is often defined as a poem in three lines. The first and third lines having 5 syllables, and the second seven syllables. The japanese Haiku is tonal not syllabic.

George Ralph said “A poem which can be said in one breath, often related to nature and juxtaposing two images to evoke an immediate sensory experience.

A Sestina consists of six six-lines stanzas and a three-line concluding stanza. The six end-words of the first stanza must be used as the end-words of the other five stanzas, in a specified pattern.

The first line ends with the end-word from the last line of the previous stanza. And so on with the following stanzas.

A Villanelle is a nineteen-lone poem divided into five tercets and a final four line stanza, rhyming aba aba aba aba aba abaa. Line 1 is repeated to form lines 6, 12, and 18; line 3 is repeated to form lines 9, 15, and 19. There should some variations sometimes.

It is a Nonstanzaic verse . It is unrhymed iambic pentameter. Shakespeare and John milton used this method as it is very suitable to compose dialogues and narratives poems.

The Couplets are two lines rhyming. They can be grouped into stanzas. They provide a simple pattern. In the 17 & 18 century they were called, Heroic couplets

A Concrete poem has a evident external shape. They are also called shaped poems. Concrete poetry is a blend verbal and visual arts.

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The patterned “movement” of the poem created by words and their arrangement, taps into the varied rhythms of life. It can be fast or slow. Graceful or rough, deliberate or frenzied. There several conditions that shapes the rhythm.

• Line length: short lines quickens rhythm, but long ones draw it out
• Line endings: run on lines into the other lines tend to toward a faster and smoother pace. But lines with period at the end often slow down
• Pauses: also called (Caesuras) indicated by punctuation tend to break up the flow of the line.
• Spaces: leaving gaps within , at the beginning or at the end, even between the lines may slow up movement.
• Word choice: it is way to create a steady, smooth, harmonious pace in a line. (Schakel&Ridl, 1997, Pp. 131-132)

When poems have a regular and steady beat or measured pulse. A beat arises from the contrast of louder and softer syllables. The combination of “Stressed” or “accented” and “Unstressed” or “Unaccented” syllables.

The basis of accentual-syllable meter is the repetition of metrical “Feet” . Feet are two-or three-syllable units (usually) one stressed and one or two unstressed (Schakel&Ridl, 1997, pp.138-140)

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INTERPRETATION: A poem is, and just exist as such. The poem is formless and timeless. From night to night and season to season. The first stanza indicates that any poem should be understood not only by regular cognition, but also by the emotions through our senses. It is a piece of art, and its message goes deeper and than a simple rethoric; depicting form and pace at the same time.

The poem: it is lyric and it has thoughtful voice. It has 12 stanzas (couplet) it has assonance in many sections, such as “Leaving, releases, Trees and ,leaves (“e” vowel ) located in the 7th stanza (13th line), Also “ Time – climbs” ,8th stanza. In terms of alliteration. We can mention “Twig by twig the night-entrangled trees” the “T” sound (6th stanza, line 12.

“The Journey of the Magi” ( T.S Eliot). ANALYSIS

The poem is a free verse and Narrative poem, composed of 3 Stanzas (20, 11, 12 lines) respectively; in total 43 lines. The poem does not present a rhyme scheme or meter.

Refrain: “And the night fires… And the cities hostile… And the villagers dirty.” (AND THE) present on 13, 14 and 15th lines in the 1st Stanza.

Juxtaposition: “This were we led all that way for Birth or Death?… I had seen birth and death. But had thought they were different; this Birth was Hard and the bitter agony for us.” 5, 6 and 7th lines in the 3rd Stanza.

Onomatopoeia: “Then, the camelmen cursing and grumpling.” 11th line. 1st Stanza.

Assonance: “There were times we regreted” “e” vowel. 8th line, 1st Stanza.

What is Poetry?

• 

Poetry is very difficult to explain or to define, however it presents certain distinguishable features that you could identify from Prose. Some aspects like rhyme and alliteration; also it constantly make use of figurative language, symbols and imagery. Poetry deals with emotions and interpretation. It transmits to the reader a different spirit of understanding.

K.J. Kennedy explains in his book “Literature: An introduction to Fiction, Poetry and Drama.” That if you want to know about something you’d better think for yourself, you should not hurry, stop, see and hear. This is the case for Poetry, if you want to know what poetry is, you should not expect a quick answer or definition. Poetry invites you to analyze. Poetry evokes to your attitude and emotions.

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What Poems do?

Read the two following poems , appeal to your feelings and reasoning and come up with meaningful ideas to yourself

Schakel & Ridl in their book, “Approaching poetry” state that poetry differs from reading a newspaper or a memo or a book like theirs. You usually read books to find information or ideas. Of course many poems convey information or ideas , they go beyond that. Here you have a list of what poems can do.

• Poems lead us to feel intensely, to experience deeply and extend our understanding.
• Since poems are rich in content of symbols, ideas and imagery, it makes think in our own experiences.
• Poems can also tell a story
• Poems can embody feeling
• Poems can portray characters
• Many poems can do all these at the same time

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How to read a poem?

• 

WATCH AND THINK ABOUT THIS

Reading requires some adjustments to the usual approach we take to reading, here some guidelines that you may find useful:

• Listen to the poem (It is you and the poem, ONLY)
• Read slowly
• Read straight to the whole poem, DO NOT stop, then re-read cRefully what did not understand at first.
• Notice Titles, they are not just there to fill and empty space. Titles can sometimes offer and entry or a hint for the meaning of the poem.
• Work through the sentences, that is work on each grammar elements.
• Read the poem at least once. Sometimes the sounds and rhythms bring out aspects you will not notice in silent reading.

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Types of Poetry

There are three types of poetry, some people describe it those three as structures, rather than types, and compare the structures to those stories, songs, and plays.

• Narratives Poems: They move through a sequence of events, just as many stories do.
• Lyric Poems: They circle or hover around a subject, dwells on it, just as many songs do.
• Dramatic Poems: They have a structure that includes a development of intensity, often involving a confrontation of some sort, that reaches a climax and is followed by rapidly falling action, just as many plays do

(Schakel&Ridl, 1996, p16)

Following you will find three poems and its corresponding category.

“There is a lady sweet and kind” This is a LYRIC poem. It can be represented as a song as well, and it deals with the self thought of the poet to the sweet and kind attributes of a woman. The Love he feels for her goes beyond any border even death. The poet exalts her beauty, (gestures, motion, smile and voice)

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“The Morning They Shot Tony Lopez” This is a Dramatic poem and it deals with the police entering into the scene, shooting Tony Lopez to death. It conveys with apparently a shooting of a drug dealer; ending with Tony Lopez’ life. As a play it has an exposition of how Lopez acts at the presence of the police. Then the conflict present in the shooting and how that conflict has ended with Lopez’ life. Three aspects that can be portray in a short play, using more appealing words to transmit the breaking of the police.

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“Travelling through the dark” It tells a story, so it is a Narrative poem , about how the narrator and protagonist at the same time deals with the dead body of a dear along the road. He finds there is not only the dead body, but a baby deer was going to be delivered before its mother was found dead. So he has to decide and evaluate the situation on how to get rid of the dead body, save the baby dear and move the the dead body out of the road before another car stumble and consequently cause an accident putting more lives at risk.

Bibliography

• Reanz, Heather. “Grade 3.” Mrsrenzcom – Connect Learning with Real Life Using Projects and Activities in Upper Elementary!, 2020, mrsrenz.com/10-poetry-tips/.
• Schakel, Peter, and Jack Ridl. Approaching Poetry: Perspectives and Responses. 1st ed., St. Martin’s Press, 1996.
• Frederick Nims, John, and David Mason. Western Winds: An Introduction to Poetry. 4th ed., Mc Graw Hill, 2005.
• Kennedy, X.J., and Dana Gioia. Literature: An Introduction to Fiction, Poetry, and Drama. Student ed., Harper Collins College, 1995.