1. Just a few ideas to look for in a poem…
STYLE
Just a few ideas to look for in a poem…
Ppt by B. Ting 2013
Some ideas taken from Thorne’s Mastering Poetry

2. Diction Diction = Word Choice
The diction of a poem is linked directly to the kind of effects a poet wishes to create, the social, regional and cultural context in which it is written, and the themes and ideas the poet is exploring.

3. Denotation & Connotation
Diction
Denotation & Connotation
Words have meaning. If we look up something in the dictionary, we are given its literal meaning or DENOTATION. When we read a poem, we do not just rely on the dictionary definition of a word to understand what the poet or speaker is telling us.

4. Denotation & Connotation
Diction
Denotation & Connotation
Words have connotations – that is, associations and implications that go beyond a word’s literal meaning. The connotations of a word derive from the ways in which it has been used, the contexts in which it is used, and the associations people make with it.

5. Denotation & Connotation
Diction
Denotation & Connotation
In the dictionary, the denotation of the word bird is quite technical: A general name for a feathered animal (orig. applied to the young)

6. Denotation & Connotation
In addition, references to particular birds can draw on connotations that have evolved over time: the swan has connotations of grace and beauty; the robin is homely and domestic; the eagle savage and powerful; the turkey ungainly; the owl, wise.
Denotation & Connotation
The connotations are wider. WE might think about a bird’s vulnerability and fragility, its grace, beauty or potential for freedom. In a poem, the poet can draw on any or all of these wider ideas to develop the theme.

7. Tone
Tone =
Poet’s attitude
towards the
subject or ideas
explored.

8. Tone Think: PDIDLS PDIDLS P: Point of View D: Diction I: Imagery
D: Detail
L: Language
S: Syntax
Use diction (word choice) to find tone.
Use point of view, imagery, details, language and syntax to support tone.

9. Tone Think: PDIDLS
The tone will not always be the same throughout a poem, but can change depending upon the kind of words the reader finds.
Changes in tone can indicate that the poet is looking at the subject from a different angle, has altered an initial personal viewpoint, or has changed subjects.

10. Tone Words angry sarcastic harsh cynical facetious hateful
encouraging consoling brash apologetic appreciative
Tone Words
joyful miserable vibrant whimsical wistful
light-hearted humble instructive disinterested cheery
disappointed dejected excited desperate
haughty soothing melancholic depressed ecstatic agitated
upset paranoid pleading numb
nervous loving scornful enthusiastic snooty dreamy
angry sarcastic harsh
ironic content hurt questioning inquisitive
manipulative contradictory aggravated serious proud apathetic
arrogant condescending coarse romantic
cheerful pleasant sharp disgusted
superficial sad artificial authoritative surprised
sympathetic hollow humorous passive persuasive tired
cynical facetious hateful

11. Word Classes: Grammatical Class: NOUN
Nouns enable classification and labelling (of people, places and things).
Grammatical
Class: NOUN
If a poem is about a particular place, concrete nouns may dominate. They will help to create a sense of reality, enabling the reader to visualize the setting. They may also be used to highlight the setting or the poet may name a second setting, to which the first may be compared.

12. Word Classes: Grammatical Class: NOUN
Nouns enable classification and labelling (of people, places and things).
Grammatical
Class: NOUN
Abstract nouns, on the other hand, can help a poet to develop a more reflective approach to the subject matter. They refer to ideas, qualities and processes, and thus convey emotions and states of mind.

13. Word Classes: Grammatical Class: MODIFIERS
Modifiers provide extra information, refining a noun’s range of meaning.
Grammatical
Class:
MODIFIERS
Modifiers can be used to describe people or places in detail; to arouse the reader’s emotions; or to evaluate and judge. Poets use them to convey their attitudes and to influence their readers.
Present participle modifiers (verb + ing) can create a sense of movement within the noun phrase.

14. Example: The crumbling walls shattered
Word Classes:
The voice of the verb is important. Most phrases are written in the ACTIVE VOICE, which directly links the action of the verb to the person or thing carrying out the action.
Example: The crumbling walls shattered
the winged statue.
Grammatical
Class:
VERBS
The PASSIVE VOICE changes the focus of the phrase by reordering the elements.
The object (the person or thing receiving the action of the verb) is moved to the front of the sentence; the subject (the person or thing doing the verb) is moved to the end of the sentence after ‘by’; and the verb is changed into the past participle form.
Example: The winged statue was shattered by the crumbling wall.

15. Word Classes: Grammatical Class: VERBS
The passive voice can create suspense by
delaying the subject;
(we must wait to find out HOW it was shattered).
Grammatical
Class:
VERBS
it can alter the balance of the sentence by putting more emphasis on the object;
or it can completely exclude the person or thing responsible for the action of the verb by omitting ‘by = actor.’
Example: The winged statue was shattered.
(by the crumbling wall)

16. Sentence Types: 4 SIMPLE SENTENCE COMPOUND - COMPLEX
By varying the sentence type, poets can change the pace of a poem, draw attention to key elements of the content, create different moods, or develop contrasts and parallels.
Sentence
Types: 4
COMPOUND SENTENCE
COMPLEX SENTENCES

17. It is important to remember that they may not always be short – even a simple sentence can contain a number of grammatical elements.
Enable poets to create interesting effects by altering the pace, mood or focus of a poetic line.
Simple
Sentences
A sequence of short simple sentences may make a poem seem disjointed, or the poet’s viewpoint simplistic; they can suggest an innocence or naivety of style.
They will usually be emphatic, drawing attention to important information or highlighting a turning point.

18. Will often suggest an intensity of thought
Will often suggest an intensity of thought. They can be difficult to understand because they often contain a lot of information.
Combined clauses that do not have equal value. One is a main clause, and the one or other clauses do not make sense by themselves.
Complex
Sentences
Complex sentences can withhold information until a certain point in the sentence, making some ideas more important than others to the poet.
Think about the order in which the clauses occur, and the effect this has on the meaning.

19. Compound -Complex Sentences
They can be used to convey the complexity of a poet’s or speaker’s worldview, situation, or theme.
Compound -Complex
Sentences