3. Dedication
• To My Sister: I can‟t believe how fast time has gone. I
remember when we were practically babies; you were born
and I held you for the first time. I was the only one you cried at
(haha), fast forward to when you were 3 and I was 6 or 7 and
we‟d argue over whose turn it was to watch either Sponge Bob
or Courage the Cowardly Dog. Now you‟re entering High
School; the decision making, opportunity and responsibility
stage of life. Not to mention the beginning of adulthood. The
next four years will speed by faster than the fourteen years it
took to reach this point, and I couldn‟t be more PROUD of
you.
4. Classic Poem 1
“The Road Not Taken” by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I--
I took the one less traveled by,
And that has made all the difference.
5. Explication 1
• The Road Not Taken conveys the message to never follow behind others. “I took the
one less traveled by/ and that has made all the difference/ - Robert Frost”. This is a
lesson many should carry though life and its many hardships.
• The speaker of Robert Frost‟s “The Road Not Taken” almost sounds as if it‟s the poet
himself. However that‟s not the case. Robert Frost creates a character that is passing
through a wooded area and comes to a crossroad. That character has to make a
decision on which one path he will travel, though the character‟s wish is to travel both
paths.
• “The Road Not Taken” uses four cinquain verses (Cinquain: a 5 line verse/poem) and
a rhyme scheme which follows the ABAAB format (Rhyme scheme: The last word in
every line of the poem that rhymes). Robert Frost has a unique form of wording
throughout the poem which may be due to the poems syllable range. From looking at
the poem we can see every line is fairly equal in length, and as we scan the poem
(scan: searching for stressed and unstressed syllables) we find little poetic devices, no
repetition, no assonance or consonance. The poem does make a good example of a
conceit, which is an extended metaphor/ analogy which lasts throughout the entire
poem.
• Last but not least, the poem flows gracefully thanks to its rhyme scheme and syllable
range. The visual appearance is of your normal poem but the construction is not. We
have four stanzas, the first 3 of which paint vivid images using nouns, verbs, and
adjectives such as diverge, undergrowth, grassy, worn, travel and more. Then the
fourth stanza which portrays an idea other than a picture; that idea being to follow
your own path instead of the path others have followed.
6. Classic Poem 2
“Nothing Gold Can Stay” by Robert Frost
Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
7. Explication 2
• Robert Frost’s “Nothing Gold Can Stay” was published in the New Hampshire collection in October of 1923. The
poem is very brief yet there’s so much spoken of in its text. The speaker uses a high degree of figurative language
which is visible in the first line. The speaker also generates nice scenes of “nature” throughout the poem. As we read
thoroughly we see a double entendre (which I’ll speak on later). We’ll also decipher the speaker’s hidden message.
That is: nothing is forever, everything has an end.
• The entire “Nothing Gold Can Stay” poem is constructed of couplets, four couplets to be exact (Couplet: two
rhyming lines). We begin the first couplet with the speaker comparing the green of nature to gold and how hard it is for
nature to maintain itself. This can be because nature overtime can erode. Plants wither, trees collapse, and the vibrant
green grass overtime becomes dull and muddy. In couplet 2 (lines 3 and 4) the speaker follows up with the previous
couplet of nature saying “Her early leaf’s a flower”. Couplet 3 is where we find the setting of the poem (or at least
what the setting is based upon) and the breed of “flower”. The speaker mentions leaves subsiding (falling) which can
only be of a tree; and it all makes sense when we reach the word “Eden”. Eden is a garden dating back to the Genesis
chapter of the Holy Bible. Eden is also home of the Tree of Knowledge which I believe the poet is referring to. This 3rd
stanza also applies to the collapse of this tree. The leaves continually fell (remember this “tree” is still referred to as a
flower, so the leaves would take the place of petals). Couplet four concludes the poem with the sun setting and dark
approaching, and the dying of nature (and its plants).
• The poem is very concise yet so full of imagery and packed with information. It’s almost as a puzzle. One stanza
leads into the next, and sometimes we have to recede to previous stanzas to fully understand its meaning. Robert Frost
did a great job on the alliteration though the entire piece. There is a great use of metaphor as the poet strayed from
using similes.
8. Classic Poem 3
“Hope is the thing with feathers” (254) by
Emily Dickinson
• Hope is the thing with feathers
That perches in the soul,
And sings the tune without the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.
I've heard it in the chillest land
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
9. Explication 3
• “Hope is the thing with feathers” by Emily Dickinson uses the best “wording” of any poem I’ve read thus far. Emily
Dickinson utilizes her full lyrical ability which is visible in her word choice. When we read the poem it’s almost as if
we’re singing in our heads or out loud (depending on how you choose to read). I’ve always been an Emily Dickinson fan
so when finding this poem for the first time, I could not be disappointed.
• Emily Dickinson’s “Hope is the thing with feathers” is told by the poet herself. The story begins in the opening
stanza. The first stanza opens with “Hope is the thing with feathers”. We all picture this to refer to some breed of bird
(possibly a dove) Emily Dickinson goes on to say this bird (hope) is what lives inside our souls, and it’s vitality is always
there in the darkest moments. This is very creative as birds like to sing very early in the morning when the sun has yet
to have risen. Our second stanza further elaborates on the first. We find out what the breed of bird is Emily Dickinson
mentions but there’s something special about the “gale”. The word is brilliantly chosen as it represents both the gale
(bird) and gale (wind gust) which explains the “sore storm” in line 6. In lines 7 and 8 we’re told of the gale’s
abashment, which can only mean the storm scared him off. Remember the gale (bird) symbolized “hope”. Stanza 3
concludes the poem with a ray of strength expanding on one idea. Continuing from the 2nd stanza is the “storm”. The
poet concludes this masterpiece with another key word, extremity. This word amped up line 11 to say the storm
(which scared the gale from the hearts of many) NEVER crossed her path. In other words this storm never swayed the
gale (hope) in her heart.
• Emily Dickinson composed this poem of 3 quatrains, each following an ABAB format (Quatrain: a four lined
verse/poem). Every verse represents a change in image, thought or idea. With that said Stanza 1 shows the image of a
perched bird in the souls of man. Stanza 2 shows the image of a fierce storm that frightens the bird from the souls.
(The storm also symbols adversity.) Stanza 3 the idea of strength, which is why the storm (adversity) doesn’t want to
cross paths that never.
10. Classic Poem 4
“We Real Cool” by GWENDOLYN BROOKS
• THE POOL PLAYERS.
• SEVEN AT THE GOLDEN SHOVEL.
• We real cool. We
• Left school. We
• Lurk late. We
• Strike straight. We
• Sing sin. We
• Thin gin. We
• Jazz June. We
• Die soon.
11. Explication 4
• “We Real Cool” by poet Gwendolyn Brooks was published in her 1960 book, “The Bean Eaters”.
This poem is the definition of concise. Containing less than thirty words, Gwendolyn Brooks portrays a
group of trouble making teens. We also take note of the repetition and short lines used giving the
poem a jazz like sound, while the “we’s” used connect each stanza. In story the poem doesn’t call for
huge explication, it’s very straight forward and many young kids (teenagers) can decipher it without
difficulty. I should add the unique wording of the poem gives us an idea of who the speaker is.
(doesn’t It sound like a teenager? The speaker doesn’t use proper English. Nowadays slang has grown
more popular being used in songs, movies, video games etc.)
• “We Real Cool” is a poem constructed of four couplets. The 1st couplet gives us information
referring to school, and leaving school. This gives an idea that the speaker is a student. The 2nd
couplet confirms the speaker is a student and tells about the speaker and his friends staying out late
nights and getting into brawls. 3rd couplet follows the 2nd couplets mischievous actions by using the
word “sin” and tells the reader about the teens drinking (which I’m sure was illegal back then as it is
now.) The 4th stanza opens with the words “jazz June” commonly graduations are held in June and
shortly after graduation the poem concludes with the deaths of the teens.
• Gwendolyn Brooks uses internal rhyme through the poem along with the common end rhyme
“we”. This supports the poem’s structure (a bouncy, jazz like flow). She also utilizes alliteration
beginning in the 2nd stanza to 4th and consonance from the 1st stanza to 4th. The theme never strays
as concentration remains on the teens and their actions.
12. Classic Poem 5
“Thanks” by W. S. Merwin
• Listen
with the night falling we are saying thank you
we are stopping on the bridges to bow for the railings
we are running out of the glass rooms
with our mouths full of food to look at the sky
and say thank you
we are standing by the water looking out
in different directions.
• back from a series of hospitals back from a mugging
after funerals we are saying thank you
after the news of the dead
whether or not we knew them we are saying thank you
looking up from tables we are saying thank you
in a culture up to its chin in shame
living in the stench it has chosen we are saying thank you
over telephones we are saying thank you
in doorways and in the backs of cars and in elevators
remembering wars and the police at the back door
and the beatings on stairs we are saying thank you
in the banks that use us we are saying thank you
with the crooks in office with the rich and fashionable
unchanged we go on saying thank you thank you
• with the animals dying around us
our lost feelings we are saying thank you
with the forests falling faster than the minutes
of our lives we are saying thank you
with the words going out like cells of a brain
with the cities growing over us like the earth
we are saying thank you faster and faster
with nobody listening we are saying thank you
we are saying thank you and waving
dark though it is
13. Explication 5
• “Thanks” by W. S. Merwin is a free verse poem that questions our “hearing” and „listening”. I love
the approach to this piece by W. S. Merwin to use a “reverse thinking” tactic. Throughout this
poem we hear the repetition of “thank you”. This repetition happens to be our only lead to finding
the true meaning of the poem.
• “Thanks” is composed of four verses. Since no two verses use the same rhyme scheme (every
verse has a different scheme) the poem is free verse. The non-rhyme scheme had given the poem a
spoken word feel and vibe, epically with the repeated “thank you”. The story is intricate taking
various reads but in the end it was worth finding the “message”. In stanza 1 we begin with the
word “listen”, which gives the impression this is the poet speaking to you, the reader. We precede
to line 2, where night is mentioned and this is the key to our poem (well, at least the fourth verse).
Everything from line 3 to the second stanza requires no strenuous thought. The tone of the poem
changes as the poet starts giving thanks to present day negativity. For example Merwin says “and
the beatings on stairs we are saying thank you”. From this point throughout stanza 4 we notice
these “thank you‟s” that are just illogical to be thankful for, and the only hint to solving this
mystery is line 23‟s “lost feelings”… could this be why the poet is giving thanks without the proper
understanding or caring of the phrase?
• What we start to see near the middle (going to the end) is a carless, dried out repeated phrase that
shows no meaning by the person who utters it. This is the message I feel W. S Merwin is trying
convey to his audience.
14. Original Poem 1
“If Only” by Anfernee Neal
• If Only
• Torment were love,
• And love,
• Was never pain
• If only
• Pain were joy,
• And joy,
• Was eternal
• If only
• Death had a shield,
• A barrier,
• To shatter grievance
• And if only
• LIFE were flawless
• Would there be
• A need
• To die?
15. Dedication 1
• “If Only” was written June 19th, 2012 and remains today one of my most
“obscure” pieces of poetry. I dedicate this poem because of its “mystery”
and many ways of looking at the situations and events that occur. This is
a poem where many people will develop many opinions and views. It‟s a
perfect addition to my project bringing the important assets of life with a
twist. What I try explaining through the entire poem is pain and its many
forms (I always try my best to convey a specific emotion rather than just
saying the basic. There are many forms of pain; heartbreak, loss, and
death are a small few.)
• I chose to dedicate this poem because it says we need the non-perfect
aspects of life. Imagine a world of perfection; no flaws, no pain… I must
admit it seems nice, but if we live without pain and flaws on Earth would
there be a need to have the same thing in an afterlife? “If Only” is full of
ideas and themes that will make the reader think to comprehend it‟s
every theme. And every time you read the poem you‟ll discover
something different in YOUR own logic.
16. Original Poem 2
“We Saw” by Anfernee Neal
• We saw: Driver’s licenses
• Not the perennial lines
• We saw: Money
• Not jobs, taxes or fines
• We saw: College
• Not twenty page applications
• We saw: Adulthood
• Not its complications
• We saw: Friendships
• Not deception or departure
• We saw: Love
• Not heartbreak and torture
• We saw: All we wanted
• And that was given
• We saw: Growing
• Can’t be prevented
17. Dedication 2
• “We saw” was written May 12th, 2013. I dedicate this poem (to my sister) because it speaks
of the inevitabilities of growing. The process of writing “We saw” was difficult because I had to
reminisce on my teen years. I commonly write poetry based on “the present” because I feel
you live more in that moment. Not to mention you have a clear view of what emotion or image
you want to paint for your readers.
• It’s amazing how time flies like a comet over our heads, and most people never live in the
moments they’re given. Sis, take the time to live in the moment for the upcoming four years!
And for all the previous year’s reminisce!
• Poem analysis: “We saw” poem is written with the ABCB rhyme scheme but only in one
verse. The repetition of the words “we saw” was meant to give the poem a spoken word vibe
which is why the rhymes are slanted and the meter is inconsistent (Slant Rhymes: rhymes that
don’t look alike, but sound alike). From an early teen point of view this poem will give you an
insight of what’s ahead in life; from an adult point of view; we can look back and laugh at our
experiences with “growing”.
18. Original Poem 3
“Writers Block” (Cinquain) by Anfernee Neal
• Affliction
• Dire, stressful
• Blocking, obstructing, tiring
• Loss of ALL creativity!!
• Writers block
19. Dedication 3
• “Writers Block (Cinquain)” was written May 12th, 2013. I wrote this poem
because of the difficulty to write a poem (at that time). It‟s also something all
writers struggle with at some point of their career (or in leisure). I dedicate this
poem because it tells the reader even the poet faces dire or arduous experiences.
• I chose “Writers Block (Cinquain)” for the project, really because it was the only
poem I had. I tried to find ONE reason for why this poem fits the projects theme;
and all I‟ve uncovered is: emotion. Everyone has emotions and “Writers Block
(Cinquain)” shows my anger and loathe of writing (tone: the emotion the poet
evokes to the reader). However as arduous as writing is, it‟s what I was born to
do.
• Poem analysis: “Writers Block (Cinquain)” is a 5 line poem, single verse. The
cinquain has no rhyme scheme or meter, but it can if you choose to follow one of
its many fixed forms. My cinquain uses the easiest form: line 1: one word
(subject), line 2: two adjectives (words to describe the subject), line 3: three
action words (verbs), line 4: a phrase, or four words that‟s sums everything
up, and line 5: a related word to line 1.
20. Original Poem 4
“Is This Love” by Anfernee Neal
• Is this love
• why do I feel deceit
• my hearts at war while
• you’re at peace
• Through your eyes,
• is how things should be
• if this is love,
• this shouldn’t be
• Is this love,
• shouldn’t I feel bliss
• shouldn’t I feel
• joy and happiness
• if this is love
• why are my “I”s not “we”
• if this was love, in past tense-
• this line wouldn’t be
21. Dedication 4
• “Is this love” was written February 14th, 2012 (Valentine‟s Day). It‟s
also my second poem ever written. I wanted to dedicate this poem to
show how I‟ve grown in some aspects of writing such as wordplay,
consonance, rhyme/ rhyme scheme, and message. I also wanted to show
a fictional side, something from my experiences and from witnessing
others experiences. Basically I just throw myself into another‟s mirror
and reflect the best image of that person‟s situation on paper telling the
best story I could.
• “Is this love” fits the projects scheme because what‟s life without some
emotion(s)? The speaker of “Is this love” tells the story of being in love.
The conflict occurs when the speaker is deceived by the person they
love.
• Poem analysis: Constructed of 3 verses; 2 quatrains and one octave
(Octave: 8 line poem). The rhyme scheme goes as followed: ABCB (and
repeats for the octave). Again, we see the common repetition of the word
“love”; this is to boost obscurity changing from real love, to false love.
The most difficult line is the last. “If this was love in past tense this line
wouldn‟t be” concludes saying the relationship between the two is over.
22. Original Poem 5
“Graduation” by Anfernee Neal
• A final ceremony, we-
• Gather honored, our departure-
• From the nest, we are pigeons
• Fluttering his wings to fly
• Spoken is the traditional-
• Speech where smiles, tears, recollections-
• Take place. Cheers to the pigeons
• Fluttering his wings to fly
• Music plays and cameras flash
• Tassels turn, and caps enhance
• The audience applauds the
• Fluttering pigeon’s ascension
23. Dedication 5
• “Graduation” was written May 9th, 2013. This poem is my most metaphorical
poem to date because of the figurative language used to connect the verses. I
dedicated this poem because it speaks on graduating, of course, but the
progression it takes to make it to graduation. I feel the concept is relatable to “We
saw”, as I (the poet) mention growing throughout the school process and how 12
years, and 3 divisions leads up to one thrilling, long awaited ceremony.
• “Graduation” uses a conceit (Conceit: an extended metaphor in poetry/ verse). In
line 3 we see the image of a bird used to flow through the stream of the poem.
Graduation also uses symbolism, the nest being the first home of the bird
represents elementary and middle school. There‟s imagery through stanzas 2 and
3 placing in the mind of the reader a graduation scene.
• Poem analysis: Graduation is formed of 3 quatrains. The fourth line of each
quatrain uses the “Fluttering his wings to fly” repetition. The first stanza is our
idea which follows into the preceding verses while the others are images and
scenes of graduation to s[ark your memory or give you a prophecy of the future.
24. Classic Poem 6
“Mother to Son” by Langston Hughes
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’on,
And reachin’ landin’s,
And turnin’corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
25. Classic Poem 7
“Dreams” by Langston Hughes
• Hold fast to dreams
• For if dreams die
• Life is a broken-winged bird
• That cannot fly.
• Hold fast to dreams
• For when dreams go
• Life is a barren field
• Frozen with snow.
26. Survey Link: Give your feedback!
(Due May 29th, 2013 at 11:59 PM)
• https://docs.google.com/spreadsheet/viewform?form
key=dGZIVi1MU3U5UXVleUhYNGZ1dWJ3S1E6M
Q
27. Bibliography (poems)
• Brooks, Gwendolyn. “We Real Cool” –
Poets.org, http://www.poets.org/viewmedia.php/prmMID/15433, Academy of American Poets, n.d. 21
May, 2013
• Dickinson, Emily. “Hope is the thing with feathers.” –
Poets.org, http://www.poets.org/viewmedia.php/prmMID/19729, Academy of American Poets, n.d. 21 May, 2013
• Frost, Robert. "The Road Not Taken." - Poets.org. http://www.poets.org/viewmedia.php/prmMID/15717
, Academy of American Poets, n.d. 20 May, 2013
• Frost, Robert. “Nothing Gold Can Stay.” – Poets.org.
http://www.poets.org/viewmedia.php/prmMID/19977, Academy of American Poets, n.d. 20 May ,2013
• Hughes, Langston. ―Dreams.‖ – Poets.org. http://www.poets.org/viewmedia.php/prmMID/16075, Academy of
American Poets, n.d. 25 May 2013
• Hughes, Langston. “Mother to Son.” – Poetryfoundation.org.
http://www.poetryfoundation.org/poem/177021#poem, 1994, n.d. 25 May 2013
• Merwin, W. S. ―Thanks‖ – Poets.org, http://www.poets.org/viewmedia.php/prmMID/20492 Academy of
American Poets, n.d. 21, May 2013
28. Bibliography (Photos)
• BrokenWing. Photograph: http://joon.be/old/blog2010/index.php?show=27.
By Joon.be. N.d. Web. 25 May 2013
• Courage the Cowardly Dog. Photograph: http://www.imdb.com/title/tt0220880/.
By IMDB. 1999. Web 24 May 2013
• CrystalStair. Photograph: http://www.unleashingyou.org/blogs/jenn/?p=50.
By unknown. N.d. Web. 25 May 2013
• Gale. Photograph :http://lvcounseling.com/2011/12/30/hope-is-the-thing-with-
feathers/. By Lisa Van Der Merwe. 30 Dec. 2011. Web. 24 May 2013
• Storm. Photograph :http://viewallpapers.com/fantasy-storm-shark.html. By
ViewWallpapers.com. 5 May 2013. Web. 24 May 2013
• TcIce. Photograph:
http://fredericksburg.com/News/FLS/2007/022007/02242007/261239. By REZA
MARVASHTI/THE FREE LANCE-STAR. 24 Feb. 2007. Web. 25 May 2013
29. Bibliography (Photos) II
• Thank You. Photograph :http://panoramapdg.com/when-thank-you-is-more-
than-two-words/. By Stewart, Aaron. 29 Apr. 2013. Web. 24 May 2013
• The-road-not-taken. 2013. Photograph :http://shop.glisteninglight.com/post/buy-now-
the-road-not-taken-photo-prints-gifts. By Brown, Patrick. N.d. Web. 24 May 2013.
• Tree-of-knowledge-of-good-and-evil. Photograph :Tree of Knowledge.
http://www.footwa.com/tree-of-knowledge-of-good-and-evil/2139/. By
Jain, Anurag. 21 Aug. 2011. Web. 24 May 2013
• We Real Cool. Photograph :http://www.flickr.com/photos/juliaweegar/2782661606/.
By Weegar, Julia. 20 Aug. 2008. Web. 24 May 2013
• Yellow Wood. 2011. Photograph. : http://foxthepoet.blogspot.com/2010/11/two-
roads-diverged-in-yellow-wood-and.html. The Road Not Taken. By Aramintas
Couto. 30 Oct. 2011. Web. 24 May 2013.
