...My Papa’s Waltz Poetry Analysis “My Papa’s Waltz” is a light-heartedly written poem with an uneasy undertone. The poem was written by Theodore Roethke, a man who suffered depression and other mental illnesses due to his abusive father’s death. His poems reflect his mental illnesses and focus on childhood memories. This particular poem was written to bring awareness to child abuse. Roathke is able to accomplish this through the strategic use of double meanings, literary devices, and abusive diction. He channels his recollection of his father to bring the reader a chaotic, dark, and frightening scene. With the use of double meanings, Roathke is able to paint a disorganized picture, all while using words that have typically traditionally graceful...
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...that affects many households across America today. Not only does it affect the person abusing alcohol, but it also affects the family and anyone who the alcoholic may come in contact with. A child of an alcoholic may not fully understand the degree of the problem, but they are aware of the danger that could be imposed on them. “My Papa’s Waltz”, written by Theodore Roethke, is a classic example of parental substance abuse and the effects it has on children. The speaker in this piece is the child. In the poem, there are multiple occurrences that prove the child is apprehensive with his father and his drunkenness. The father in the piece comes home intoxicated and would like to dance with his son. A Waltz dance is supposed to be a very elegant and joyous dance that joins two people together. However, this dance is far from a pleasant experience and is actually separating the...
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...Associate Level Material Comparative Poetry Matrix Fill in the matrix below for three poems of your choice (except “My Papa’s Waltz”) from the poetry selections you read in Week Six. Then, evaluate the poems in a brief statement below the matrix. | |Poem 1: “The Road Not Taken” Robert |Poem 2: “My Wicked Wicked |Poem 3: “Telephone Conversation” Wole Soyinka | | |Frost |Ways” Sandra Cisneros | | |Theme |Choosing a road to take in life and |How people change as life |This poem is about racism and how people do not | | |unable to change your mind |changes happen |communicate with each other about racism. | |Image |[pic] |[pic] |[pic] | |Irony |Roads have different meanings for |Meant to encourage women to |How ridiculous racism is and how the author is | | |different people |distinguish stereotypes and |being a comic about it | | | |how they impact women and | | | | |families. | ...
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...A LIT 210 CheckPoint 1: Literary Canon Response LIT 210 CheckPoint 2: Writing About Literature Response LIT 210 Assignment: Literary Definitions Activity LIT 210 CheckPoint: Final Paper Rough Draft 1 of 2 LIT 210 CheckPoint: Final Paper Rough Draft 2 of 2 LIT 210 Week 2 CheckPoint: Young Goodman Brown Matrix LIT 210 Week 2 DQs LIT 210 Week 3 CheckPoint: Analytical Essay LIT 210 Week 4 DQs LIT 210 Week 3 Assignment: Comparative Character Matrix and Newspaper Ads- Appendix D LIT 210 CheckPoint: Newspaper Ads for Dramatic Characters LIT 210 Week 5 Assignment: Oedipus Rex and A Raisin in the Sun Essay LIT 210 Week 5 CheckPoint: Comparative Drama Matrix LIT 210 Week 7 Assignment: Comparative Poetry Matrix- Appendix h LIT 210 Week 6-Checkpoint - Word Order Activity LIT 210 Week 6 DQs LIT 210 Final Paper Outline LIT 210 Week 8 Checkpoint Analyzing the Essay LIT 210 Week 8 DQs LIT 210 Capstone Checkpoint LIT 210 Final Project Comparative Literature Paper ............................................................................................................................................................... LIT 210 Assignment Literary Definitions Activity (UOP) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 4 Times, Rating: A+ Resources: Appendix B and the glossary on pages 1204-1215 in Literature: The Human Experience • Date Due: Day 7 [post to the Individual forum] • Complete the Literary Definitions Activity in Appendix...
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...|[pic] |Syllabus | | |College of Humanities | | |ENG/125 Version 3 | | |Literature in Society | Copyright © 2010, 2008, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces themes in literature and provides guided study and practice in reflecting on themes which describe the human experience across cultural and societal boundaries. The course includes readings from literature in different genres and cultures. Students study the literature in thematic units and are asked to make connections to their own lives and cultures. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies...
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...responsible for, the contents of such third party websites. Please use care when accessing them. Designed by Mike Brain Graphic Design Ltd Typeset by E Clicks Enterprise, Malaysia Cover design by Clare Webber Cover photo by Jenny Palmer The author and publishers are grateful for permission to reprint the following copyright material: Bloodaxe Books for the poem ‘Dreaming black boy’ by James Berry from Hot Earth Cold Earth, published by Bloodaxe Books, 1995. Reproduced with permission of Bloodaxe Books; University of Pittsburgh Press for the poem ‘Epitaph’ from Uncle Time by Dennis Scott, copyright © 1973. Reprinted by permission of the University of Pittsburgh Press; Michelle Saywack and Dr Keith Carter for the poem ‘This is the dark time, my love’ by...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...ongoing student publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Cover Design: Jim Manis Copyright © 2003 - 2012 The Pennsylvania State University is an equal opportunity university. Charlotte Brontë Jane Eyre by Charlotte Brontë PREFA PREFACE A PREFACE TO THE FIRST EDITION of Jane Eyre being unnecessary, I gave none: this second edition demands a few words both of acknowledgment and miscellaneous remark. My thanks are due in three quarters. To the Public, for the indulgent ear it has inclined to a plain tale with few pretensions. To the Press, for the fair field its honest suffrage has opened to an obscure aspirant. To my Publishers, for the aid their tact, their energy, their practical sense and frank liberality have afforded an unknown and unrecommended Author. The Press and the Public are but vague personifications for 3 me, and I must thank them in vague terms; but my Publishers are definite: so are certain generous critics who have encouraged me as only...
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