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Objectives: o Employ critical reading strategies o Critically analyze course theme within a creative work o Review and practice MLA style and documentation Introduction: An explication is a line-by-line discussion of a poem or passage wherein the writer offers insight and interpretation of the text, to include discussion of literary devices and theme. An explication is not simply one’s reaction to a poem or a summary of the work; it’s an analysis of how the poem is constructed. The lines themselves become the evidence, so external research will not be needed for this particular assignment. Critical thinking is a key element to literary analysis, and reading fictional texts closely employ skills needed across the disciplines, from comprehension to use of language to better observation skills. These critical reading strategies will be useful as one undertakes new courses. For an explication to be successful, depth of thought and specificity are key. Along with use of literary terms, you’re going to want to use specific lines/phrases/examples from the text. Assignment: For this assignment you will explicate a single poem from the list given–“Poems To Choose From”–in blackboard. Please read multiple of these poems before settling on one to explicate. If poetry makes you uncomfortable, you are allowed to substitute the poem with a food/food culture-themed song or short story. However, you’ll want to choose wisely, as your song will need to have depth in terms of meaning and use of literary devices. *If you are wanting to choose a poem, song, or short story that is not from the list, please email your proposed selection to the instructor at least four days before the due date for this assignment. At the end of your analysis, you will include a single-paragraph reflection, noting why you chose to analysis this specific piece. Requirements: o One poem from the list, or a previously approved poem, song, or short story o Use of literary terminology o Reflection paragraph as to why you chose that poem o Two pages minimum, double-spaced in Times New Roman, 12-point font o MLA style/documentation—including a works cited page and corresponding parenthetical citations o Third person pronouns only in the analysis—no first person “I” or second person “you” (though first-person is necessary in the reflection paragraph) MUST USE ONE OF THESE POEMS Frying Trout While Drunk – Lynn Emanuel Divorced Fathers and Pizza Crusts – Mark Halliday The Rice Fields – Zilka Joseph I Allow Myself – Dorthea Grossman China – Priscilla Lee Ramadan – Khaled Mattawa Harold’s Chicken Shack #86 – Nate Marshall Last Meal – Laurie Ann Guerrero My Species – Jane Hirshfield The Gulf, 1987 – Deborah Peredez A Whole Foods in Hawai’i – Craig Santos Perez
“There is no one, right interpretation of a poem—but there is one which ismore right than any of the others”—M.H. Abrams, Ed.IntroductionAn explication is based on a close reading of a text. The text itself is thefocus, and it provides the basis of discussion. For literary works, onegenerally explicates a poem or a passage of prose, reading and discussingeach line, to include discussion of technique, meaning, symbolism, andallusion.An explication is not merely a list of lines and their meanings, though; anexplication is an essay. And just like the traditional essay, an explicationshould provide an introductory paragraph, as well as body paragraphs anda conclusion. However, the explication “has a chronological structure thatunfolds or reveals the meaning(s) of a poem as it develops from beginningto end” (Irvin).CompositionGenerally, one’s introduction for an explication will include the name of theauthor and title of the work being explicated. The introduction also includesa brief overview of what the work is about, and it closes with a thesis onwhat the explication will prove.Here are some suggestions for composing a strong explication. A sampleexplication will follow. Please note, the sample explication is condensed forillustrative purposes:
Start with general points about the poem’s structure and purposebefore you start discussing individual lines. Imagine, for instance,trying to tell someone about a television show they’ve never seen. ItLiterary Explicationbecomes necessary to provide an overview. So ask, what is thispoem or passage about?
Establish your thesis and specify the key elements you will analyze(such as literary devices, tone, theme, etc.). It’s often easiest to use athematic thesis statement focused on the poem’s theme: e.g. In“Home Burial,” many of the images suggest an ongoing powerstruggle between the husband and wife.
The humanities explication uses MLA style, so avoid “announcing”your intent: e.g. In this explication I will discuss.
Once you make general points, such as the poem’s synopsis, startdiscussing the poem line by line. Start with the first line and end withthe last, following the structure of the poem itself. You can skip a lineor two occasionally, but be careful not to simply summarize completestanzas. Explications are in-depth line discussions, not summariesalone.
Remember, even though you’re discussing individual lines, you’llneed to also include an explanation as to how those individual linesimpact the overall poem. In other words, how do the smallerunits/lines/stanzas relate to the poem in its entirety?
When discussing individual lines, don’t just summarize. Considerword choice, for instance, and the significance and connotation ofcertain words. In John Donne’s “Batter my heart, three-personedGod,” he writes, “…break, blow, burn, and make me new.” All ofthese words are forceful and suggest that making this man “new” isgoing to be quite an emotional battle.
One of the most important elements in writing a poetic explication ispointing out the use of similes, metaphors, personification, alliteration,imagery, tone, and other poetic devices. Don’t just point out thedevices, though, but explain how they “work” for the poem. Forinstance, in “Barbie Doll” by Marge Piercy, she writes, “Her goodnature wore out like a fan belt.” She’s comparing a woman’s patiencewith a fan belt. Since she used the word “like” in the comparison, weknow it’s a simile. So when explicating the poem, one could write: Inthe line, “Her good nature wore out like a fan belt,” Marge Piercy usesa simile to compare a woman’s exasperation to a fan belt. The simileis effective because it compares the woman to somethingmechanical, which, in turn, helps describe the woman’s eventual lossof self and her mechanical behavior to fit into society.
Always remember, explications are not just “plot” summaries. Anexplication breaks the poem down, line by line, and explains how thepoet created (or put together) that particular work.
Explications are not limited to poetry. Sometimes you can selectpassages from an essay, short story, drama, or speech and explicatethose lines as well. Take, for instance, the “I have a dream” speech.Martin Luther King Jr. writes, “I have a dream that one day this nationwill rise up and live out the true meaning of its creed….I have adream that one day on the red hills of Georgia the sons of formerslaves and the sons of former slave owners will be able to sit downtogether at the table of brotherhood.” You could obviously start withgeneral comments that explain the context of his speech. Then,focusing on these particular lines, you could mention his use ofanaphora (which is the repetition of words/phrases) with “I have adream.” The anaphora creates a rhythm, similar to southernsermons, to help us “feel” his words. He makes obvious allusions tosouthern slavery when he mentions “the red hills of Georgia.” Thephrase “red hills” could be indicative of the Georgia landscape or,metaphorically, it could suggest the blood of slaves.Sample ExplicationSuicide’s Note by Langston HughesThe calm,Cool face of the riverAsked me for a kiss.In Langston Hughes’ short poem “Suicide’s Note,” he presents anambiguous narrative, only explained perhaps by the title itself. With onlythree, short lines, Hughes depicts the romance of death, and theunanswered questions that follow one’s suicide. He gives readers pause,both forced by line breaks and punctuation, but also in grasping what thepoem itself really shows one about a desperate soul.Hughes opens with alliteration: “calm, cool.” The alliteration heresoothes the ear and creates a seemingly peaceful state of mind. By placing“calm” and “cool” on separate lines, Hughes also slows down the reader,almost forcing a pause. One could argue that Hughes uses this to depictthe peacefulness that may come over someone who is ready to let go oflife.Hughes also uses personification in this piece, referring to the river’sface, and the river’s ability to ask “for a kiss.” By personifying death,Hughes romanticizes it, as if dying were simply a matter of giving in toone’s charms. His use of “asked” exemplifies death as a respectable suitor;certainly nothing to be feared. This could illustrate the gentleness of death,and how it seems so welcoming to the suicidal mind.The length of this piece is also notable, as many would argue that thepoem itself is merely a sentence. But, again, these three lines deliberatelyslow-down the reader, but also present the reader with ambiguity. Withoutthe title, one could argue this a poem about summer, a hot summer dip intothe river. Suicide, too, comes with ambiguity. Instead of ambiguity of theevent itself, though, the uncertainty often lies in the reasons behindsuicide—the inevitable question of why. Rarely do survivors find theiranswers, and this couldn’t be any clearer than the length of the poem itself,which is short and provides little more than the peacefulness of the actitself, like a traditional suicide note.Hughes utilizes alliteration and personification to set the mood for thispiece, and its brevity symbolizes the suicide note itself. It may also serve asa reminder of how short life is, perhaps to remind one to pay closerattention to those around him or her, or perhaps to reconsider the “calm,cool face of the river” altogether.Works CitedHughes, Langston. “Suicide’s Note.” Genius. 2018.Irvin, Lennie, Ph.d. “Poetry Explication.” Writing & Learning Spaces, San Antonio College, 18 July 2017.
HumanitiesExplicationObjectives:o Employ critical reading strategieso Critically analyze course theme within a creative worko Review and practice MLA style and documentationIntroduction:An explication is a line-by-line discussion of a poem or passage wherein the writer offersinsight and interpretation of the text, to include discussion of literary devices and theme. Anexplication is not simply one’s reaction to a poem or a summary of the work; it’s an analysis ofhow the poem is constructed. The lines themselves become the evidence, so external researchwill not be needed for this particular assignment.Critical thinking is a key element to literary analysis, and reading fictional texts closely employskills needed across the disciplines, from comprehension to use of language to betterobservation skills. These critical reading strategies will be useful as one undertakes newcourses.For an explication to be successful, depth of thought and specificity are key. Along with use ofliterary terms, you’re going to want to use specific lines/phrases/examples from the text.Assignment:For this assignment you will explicate a single poem from the list given–“Poems To ChooseFrom”–in blackboard. Please read multiple of these poems before settling on one to explicate.If poetry makes you uncomfortable, you are allowed to substitute the poem with a food/foodculture-themed song or short story. However, you’ll want to choose wisely, as your song willneed to have depth in terms of meaning and use of literary devices.*If you are wanting to choose a poem, song, or short story that is not from the list, please emailyour proposed selection to the instructor at least four days before the due date for thisassignment.At the end of your analysis, you will include a single-paragraph reflection, noting why youchose to analysis this specific piece.Requirements:o One poem from the list, or a previously approved poem, song, or short storyo Use of literary terminologyo Reflection paragraph as to why you chose that poemo Two pages minimum, double-spaced in Times New Roman, 12-point fonto MLA style/documentation—including a works cited page and correspondingparenthetical citationso Third person pronouns only in the analysis—no first person “I” or second person “you”(though first-person is necessary in the reflection paragraph)
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