The P.I.E. Paragraph:

S O A P S Tone S O A P S Tone What is the Tone? (The attitude of the author.) What is the Subject? (Students should be able to state the subject in a few words or phrases.) What is the Occasion? (The time and the place of the piece; the context that prompted the writing.) Who is the Audience? (The group of readers to whom this piece is written.) What is the Purpose? (The reason behind the text: entertain, inform, educate, satirize, etc.) Who is the Speaker? (The voice that tells the story.)

Paragraph Format : (Writer’s credentials), (writer’s first & last name), in his/her (type of text), (title of text), (strong verb) (writer’s subject). (Writer’s last name)’s purpose is to (what the writer does in the text). He/she adopts a[n] (adjective describing the attitude/feeling conveyed by the writer) tone in order to (verb phrase describing what the writer wants readers to do/think) in his/her (intended audience).

O Overview Conduct a brief overview of the main subject of the visual:  Observation: What do you see?  Inference: What do you think the image is about? P Parts Scrutinize parts of the visual:  Inference: Note any elements or details that seem important (foreground & background).  Symbolism: What specific images do you see and what do they symbolize? Explain.  Quote Analysis: What does the captions/quotes mean? Explain. Symbolism (images that represent something else—i.e. a cross equals Religion, Jesus, God, etc…) T Title If applicable, analyze the title or caption of the visual:  Quote Analysis: What is the title? What does it mean?  Quote Analysis: If there is no title, come up with your own title for the image and explain why you selected this title. I Interrelationships Use the words in the title, caption, and individual parts of the visual to determine connections and relationships within the graphic:  Allusion: Can you connect this image to another work (literature, paintings, Historical event, poem, etc…)? How does it connect? Be specific—make sure your audience would be able to understand your connections. ALWAYS explain! C Conclusion Draw a conclusion about the meaning of the visual as a whole:  Summarize: What is the message (theme/main idea)? 3-5 sentences OPTIC : Used to analyze images and political cartoons. Directions: Write OPTIC down the left side of your paper and then answers the questions that follow completely on the right side—Be thorough!

TTITLE Before you even think about the poetry or trying to analyze it, speculate on what you think the poem MIGHT be about based upon the title. Often times authors conceal meaning in the title and give clues in the title. Jot down what you think the poem is about—it is okay to assume and be wrong in this section (make an inference). PPARAPHRASE Before you begin thinking about meaning or trying to analyze the poem, don’t overlook the literal meaning of the poem. One of the biggest problems students make is jumping to conclusions before understanding what is taking place in the poem. When you paraphrase a poem, write in your own words exactly what happens in each line or stanza (for longer works). DO NOT SUMMARIZE! PPOETIC DEVICES Identify the main poetic devices used in the poem and explain how those devices contribute to the meaning and/or effect of the poem. You may consider imagery, figures of speech (simile, metaphor, personification, symbolism, etc.), diction, point of view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary to identify all the poetic devices within the poem. The ones that you do identify should be seen as a away of supporting the conclusions you are going to draw in the “Theme” section. CCONNOTATION This term usually refers solely to the emotional overtones of word choice and diction. What is the deeper meaning of a certain word or phrase? When you talk about a person being “hot”. You are not referring to their temperature but rather their appealing appearance. AATTITUDE Having identified the poem's devices and clues closely, you are not ready to explore the multiple attitudes that may be present in the poem. Examination of the diction, images, and details suggests the speaker’s attitude and contributes to understanding. You must identify the tone and mood of the poem. SSHIFTS The poet’s understanding of an experience is a gradual realization, and the poem is a reflections of that understanding or insight. Watch for the following keys to shifts: Key words (but, yet, however, although) Punctuation (dashes, periods, colons, ellipsis) Stanza divisions Changes in line or stanza length or both Irony Change in speaker Changes in sound that may indicate changes in meaning Changes in diction TTITLE REVISITED Now look at the title again, but this time on an interpretive level. What new insights does the title provide in understanding the poem? Did you understanding of the poem change your interpretation of the title? Explain. TTHEME What is the poem saying about the human experience, motivation, or condition? What subject(s) does the poem address? What do you learn about the subject(s)? What lesson does the poet want you to take away from the poem? REMEMBER, the theme of any work of literature is stated in a complete sentence. TPP- CASTT Used to analyze poetry Directions: Write TPPCASTT down the left side of your paper and then answer the questions/ prompts on the right side of your paper. Be thorough! I should be able to understand your connections and explanations.