Shivani's SAS Blog

     During the summative task, my biggest challenge was figuring out exactly how the poem conveyed their specific tone. Since I had my tone sheet, figuring out what tone was conveyed wasn't extremely challenging, but when I had to explain how the poem displayed that tone, I faced some problems.      I mainly focused on what rhetorical devices the author used, for example: metaphors, imagery and diction. After analyzing the use of these rhetorical devices, I tried to relate them to the tone I saw was conveyed in those few lines. The challenge here was figuring out how a metaphor conveyed a nostalgic tone, or how diction conveyed a dark tone. In addition, I found it hard to differentiate between the subject's emotions and the tone of the poem, because analyzing the rhetorical devices wasn't enough to separate these two. What I did instead was focus on how I felt after reading a specific line or stanza, and use that to identify the correct tone. Overall, although I found it

The left structure is my final model for our concrete candle holder using the Sketchup software. The right structure with all the extra lines shows my process for how I made the final model. Using both geometry and previous Sketchup experience, I was able to successfully create my concrete structure on the computer.

Reflection: One thing I discovered was that where you break a line can contribute so much to the tone. Especially the enjambment strategy, where it “tugs” the reader to the next line, creating a sense of urgency. I never realized how important enjambment is for the tone, if you’re trying to create tension in your poem. This is shown in the ode I read for homework, Mourning Picture by Adrienne Rich. Her first sentence even uses enjambment to pull the reader into the poem. Now understanding the author used enjambment for a reason, I can analyze why enjambment was used. This is my field guide: Exercise: Poem 39 (Working with Line Breaks) Grey hair pulled back into a loose ponytail, Grandma leaves the kitchen holding two Knives ready defend herself if needed. I turn away surprised, and turn back to Realize I was mistaken, She carried out two spoons to Share ice cream with me.

The main difference between writing an ode and an ekphrasis in class was our generating steps. For the ode, we brainstormed concrete words that branched off “I Love.” We then brainstormed again using one word from our original brainstorm map. This resulted in one word: fire, that I was able to write an ode to, using the structure of the mentor text. However, for the ekphrasis, instead of brainstorming words, we found a poem that intrigued us. Then, we free wrote for 10 mins to let our imagination run free. This activity let us see what exactly we were thinking about, when looking at the painting, because we wrote down all our thoughts. Along with researching the painter and the painting, we then wrote an ekphrasis to the painting using our mentor text. I thought this difference in the brainstorming stage was really helpful, because it got us to think about each type of poem in a different way, therefore our final poems turned out very unique. My handwritten notes: 1: ode brai

My two drafts are extremely different, because I changed many aspects of draft 3 to reach draft 4. I decided to insert both poems side-by-side to make it easier to compare, and the poems are also hyperlinked in their respective column title.  “Eyes” (Draft 3) “Eyes” (Draft 4) I posses the eyes That cruise through the murky waters And glide through the stormy air And reach what no one else can: Truth It’s true we face our own battles It’s true our world is changing But it’s also true we, as individuals, don’t truly matter When our species are drowning, Fast I see we scramble for order I see we fight to maintain pattern Except it’s impossible to stay complacent And cling to this naive mentality when change really is Required One needs to posses the eyes That cruise through the murky waters And glide through the stormy a