Using Imagery

1
Using Imagery

• Chapter 4 Writing from Daily Life Imagery,
  Direct Addressand Free Verse

2
Poem Possibilities

• Normal life is full of poems
• Trips to the grocery store, driving to school,
  studying for a test is open to poetry
• Poems that capture the daily life details does
  not have to be mundane or boring

3
Behind Grandmas House

• How does the narrator begin his story?
• The speaker reveals a childhood desire At ten I
  wanted fame. The wish to be famous leads the
  speaker to the inappropriate and disrespectful
  behavior described in the rest of the poem. The
  statement demonstrates the speakers honest
  introspection.

4
Behind Grandmas House

• List three to five details that characterize the
  narrator. What type of person is he?
• The speaker is characterized as a naïve
  ten-year-old boy whose bold confusion about being
  tough gets him into trouble. In an attempt to
  prove himself tough, he gathers items he imagines
  will make him look bad a tube of Brylcreem and
  a borrowed dog. His actions in the alley are
  also an attempt to prove himself kicking over
  trash cans, hurled light bulbs like grenades,
  flicked rocks at cats, shooed pigeons, broke a
  branch from a flowering peach and frightened ants
  with a stream of spit.

5
Behind Grandmas House

• Why are the Grandmothers actions surprising?
• The grandmothers actions seem surprising for two
  reasons 1) It is unusual for a Grandmother to
  punch her grandson between the eyes. A bold
  action more common to a male, it is not
  grandmotherly at all. 2) Before she punches the
  boy, the Grandmother says, Let me help you.
  Those words suggest that a kind action will
  occur. The reader may be surprised that the
  Grandmothers help is aggressive, but will
  probably recognize that it is possible more
  helpful than any kindness that might be
  considered grandmotherly.

6
Behind Grandmas House

• Why does the speaker feel the story is
  significant? What significance does it have for
  you?
• The speaker states the significance of the story
  in the first line, At ten I wanted fame. This
  poem is a brief but important lesson about fame,
  confusion and good grandmothers. The incident
  may have been a turning point that kept the
  speaker from escalating his behavior to tougher
  actions. The irony of the Grandmothers response
  makes the story significant as well, since the
  Grandmother behaves in an unexpected way that
  seems to have an importance for the speaker. The
  person reactions will vary depending on you.

7
Milkweed

• To what is the milkweed being compared?
• The milkweed is compared to a country of dry
  women. This comparison creates a picture of a
  group of milkweed plants gathered with their
  pods, dry and open, ready to expel their seeds.

8
Milkweed

• What words make this comparison effective?
• The comparison that describes the milkweed with
  terms suggesting that the plants are women (lines
  4-8). The words crisp glamour, delicate and
  young, frightened, capable, and rough joy
  all suggest a person whose life is filled with
  beauty and conflicting emotions. Later, the
  milkweed are described as having think
  children another reminder that the plants are
  like women.

9
Milkweed

• Who is the narrator speaking to in lines 9-12?
• The speaker addresses you in lines 9-12
  however, it is not clear who this person is.
  There is not information to clarify you.
  Further, there is an urgency in the direct
  address I wish you could see what has to
  happen. This statement suggests that seeing the
  inevitable end of the milkweed women illustrates
  some larger significance to you. The larger
  significance is not clarified either.

10
Milkweed

• This poem is not a story it expresses a feeling
  and attitude toward life. What feeling and
  attitude are exposed?
• The feeling of the poem changes from admiration
  to urgency as the poem progresses first the
  speaker admires the milkweed, enjoying their
  beauty and seeing the simple lives of this
  country of dry women. However, when the poem
  moves into the direct address, it takes on an
  urgency when the speaker repeats the words, I
  wish you would and I wish you could.

11
Milkweed

• Seeing the milkweed complete their life cycle,
  releasing their children out into the world, the
  speaker feels moved to share this event with
  another person. At the same time, the speaker
  uses words such as has to happen and blessing
  to suggest this event is inevitable and wonderful
  at the same time. The urgent address suggests
  that change and loss are blessed inevitable
  events.

12
Imagery

• Imagery is the sensory description of a place,
  object or person
• The concrete descriptions create a poems mood or
  tone
• Sensory description makes a poem concrete and
  specific
• Sensory descriptions that are connected create an
  emotional response

13
Sensory Descriptions

• Use more than just hearing and sight
• Use touch, taste, and smell
• Observe and record these details size, color,
  texture, sound and shape
• Some sensory details are hard to put into words.
• Make comparisons if you cannot use a particular
  sense. What does the smell compare to? What
  would it taste like?
• Fear is hard to use sensory details. Acidic
  (vinegar) taste, foul (rotten eggs) smell

14
Poem Examples

• Behind Grandmas House
• Uses two predominate emotions sight and hearing
• Using these emotions, the readers feel they are a
  part of the story and not just an observer to the
  event

15
Poem Examples

• Milkweed
• Sight Dried and ripe with seeds, The milkweed
  with their many pods
• Hear Each one crackles like a blessing
• The close link to the senses creates a frame for
  comparisons that make the observation meaningful

16
Milkweed

• This is not kind, but they retain a certain
  crisp glamourMoreover, its easy to
  believeEach one was once young and delicate,
  alsoFrightened also capableOf a certain amount
  of rough joy
• Words like crisp and delicate remind the reader
  the speaker still is talking about milkweed
  plants.

17
Imagery

• Close observation creates opportunities, and
  Oliver utilized them to craft their poem.
• Pay attention to all senses
• Use comparisons for the hard to describe

18
Fictionalizing Details

• Poems capture the stories and feelings of
  everyday life.
• The poets task is to create the Oh, yes, I know
  this feeling effect
• Remaining 100 true may not be possible or
  desirable
• Exaggerations create surprise and engages readers

19
Fictionalizing Details

• Poets add fictional details for other reasons
• They dont remember the actual details
• The dont feel comfortable sharing the real
  details
• Engaging the reader is more important than
  remaining loyal to the truth

20
Experimenting with Imagery

• Develop a writers eye for opportunities
• But recognize the small moment that can be turned
  into a poem. This takes practice
• Creating images is like capturing the senses in
  writing to show the reader the experience

21
Writers Practice 4.1

• Answer the questions on part A for one distinct
  event during the day. Make it an early event
  (before school started) that has already taken
  place.
• Dont be picky about the moment
• Describe the observations using imagery that
  captures the senses
• Include actions, feelings, thoughts, specific
  descriptions, and bits of dialogue
• Do not invent or use comparisons for this part

22
Writers Practice 4.1

• Part B Follow directions
• Write in Your Journal Do the same thing in Part
  A for 4 more events during the day.
• You may invent and compare for this section
• Include descriptions for the setting, people,
  action and thoughts during the event
• YOU WILL EMAIL THIS TOMORROW