"Introduction to Poetry" by Billy Collins and "How to Read Poetry" by Gail Hemmeter both convey their viewpoint of understanding poetry. However, Gail Hemmeter's "How to Read Poetry" is more effective at conveying his viewpoint of understanding poetry. This is because he give a list of things to do in order to help understand poetry and he explains the different aspects of poetry and what they mean. In this essay I will be arguing why Gail Hemmeter's "How to Read Poetry" better conveys his viewpoint of understanding poetry. In Gail Hemmerter's "How to Read Poetry" he writes many questions to ask when trying to understanding poetry.
Her use of imagery paints a picture for the readers which ultimately helps to make learning the writing process easier. For example, when she says “the critics would be sitting on my shoulders, commenting like cartoon characters”, this creates a humorous and memorable image of shoulder sized critics (Lamott 469). This step in the process is unusual from what other authors say, yet it’s interesting which engages the reader. Lamott also uses similes and metaphors throughout the essay to explain what it is like for most struggling writers. She states “we all often feel like we are pulling teeth” when it comes to constructing and composing a piece of work (Lamott 468).
Many authors use their works as an emotional outlet. An emotional outlet is a way for a person to express her emotions through art or a hobby, usually something healthy and non-destructive to themselves or others. Often times, people express their emotions by yelling or even physical violence, but some have mastered the use of an action or even meditation instead. Emily Dickinson, though there is no way to tell exactly, used her poetry as an emotional outlet without going outside of her house. Emily Dickinson’s poetry served as an outlet for her emotions by allowing her to express her ideas and to make commentary on events occurring in her own life.
Students and teachers benefit from being able to view several of the examples. It helps encourage those who are scared of poetry to become more comfortable with it. With the wide range and time periods that the examples offer, most students should be inspired by more than one. I like the fact that this book explains how poetry works and encourages people to try poetry even though they haven’t
It teaches them what poetry is really about, that it isn't just words but it has emotions and a storyline behind every poetry. Mr. Keating love for what he teaches he doesn't just have a lecture of what is in the English book, but to feel it. I think that if a teacher love for what they teach that makes a big difference to a teacher not caring about the subject. It makes you want to learn about what part of that subject makes your teacher show passion towards their teaching methods. There was a quote that Mr. Keating also inspires me “ I stand upon my desk to remind myself that we must constantly look at things in a different way.” it inspires me that you have to look at things in one way there is any possibility to look at it from a different point of view.
Many strategies can be implemented to achieve a productive re-structuralizing or reinvention of a poem. Many pieces of advice are given by Addonizio here. Nevertheless, I would address a few that I have found sound and of my potential exploitation in my writing. The first, "If you find yourself losing interest in a poem, if it begins to look pale and wan, corpse-like, it 's time to bury it for a while" (188). This way of disassociation with the writing helps to give the writer a fresh look at the poem.
Montag in fact understood Faber’s lesson that books have knowledge so he would take the risk of getting books. Later, Montag reads a poem to the three ladies Ms. Bowles, Ms. Phelps, and Mildred after Mildred asks him to. One part of the book talks about “Ah love let us be true, let us be true to one another! For the world which seems to lie before us like and a land of dreams¨(101). What Montag does is read them the poem after realizing Faber’s lesson, this will change him because this will give him knowledge.
As a matter of fact (taking a position far from the poet) the writer asserts that the understudies assault the poem just as it is deliberately keeping the message from them. He says that they ought not to freeze if they do not quickly comprehend the message. The speaker instead says they should pursue the poem with original understanding, and learners instead attack it "with a hose" (personification) for the message, which it would give them just treated it all the more tenderly. Additionally, the speaker informs learners, for the most part, face the poem and instantly start to break it down. Surprisingly, they get to be disappointed when they do not get the significance instantaneously as intended and attempt to constrain the importance out of the poem as opposed to giving it a chance to come to them in a step by step process.
the poem, reading a text again will therefore help the reader correct previous mistakes in the interpretation. That is why by reading a text again, you are actually correcting mistakes of your own interpretation by yourself. For example, in the Great Gatsby we are always improving our interpretation of the text throughout the book. The narrator, Nick Caraway, in the Great Gatsby guides us through the book, Caraway is believable, and the reader wants to trust in his
But if anything, I do at least try to introduce some playfulness into my work. Vary the length of the sentences. Pad out this one, pare down another. Find a suitable turn of phrase. It is a habit I picked up from reading and writing poetry, one that can unexpectedly come in handy in all sorts of situations.