In an academic paragraph, explain the scene in both the painting and the poem. how are they alike? how are they different? use examples from the poem and the painting to support your answer

INTRODUCTION: There is no single way to do a close reading of a poem. Sometimes an impression is a way in; sometimes the “voice†in the poem stands out; sometimes it is a matter of knowing the genre of the poem; sometimes groupings of key words, phrases, or images seem to be its most striking elements; and sometimes it takes a while to get any impression whatsoever. The goal, however, is constant: you want to come to a deeper understanding of the poem. There are, nonetheless, steps you can take toward this goal—the first being, obviously, to read the poem very carefully—as well as specific elements you can look for and questions you can ask.

Keep in mind that whenever you interpret a poem, it has to be backed up by reference to the poem itself. Remember, too, that no one close reading of a poem has ever “solved†or mastered that poem, and that rereading a poem or passage is often like doing a new reading, inasmuch as more is usually seen with subsequent readings.

A note on “key termsâ€: hundreds of terms are associated with the study of poetry. In our Guide you will see we have selected only a few, mainly those that might offer immediate application for your close reading; you can scroll over these underlined words for their definitions. For a more extensive list, consult either of these sites: Poets’ Grave or Representative Poetry Online.

1. THE TITLE. A poem’s title does not always have great significance. The title might not make much sense until you start to understand the poem. The title “The Sick Rose†(by William Blake) gives us a reasonable hint about what the poem means. T. S. Eliot’s title “The Love Song of J. Alfred Prufrock†seems to give some direction, but after reading the poem, the title might be considered misleading or ironic. Wallace Stevens’ title “The Snow Man†gives very little help.

   Does the title immediately influence what you are about to read, or does it, at the moment you begin your first reading, remain mysterious or vague?

   After you have thought about the poem, how do you think the title relates to it?

2. KEYWORDS: DICTION, REGISTER & TONE. Pay exceedingly close attention to what individual words mean—and especially to what you think might be keywords, since this is where meaning can be concentrated.

   Which words stand out, and why?

Consider how words may carry more than one meaning. A dictionary is obviously useful, especially one based on historical principles, since it will point to how the meanings of words may have changed over time. “Silly†once meant “helpless.â€

   Do any words carry non-contemporary or unfamiliar meanings?

   Do any words likely carry multiple and/or ambiguous meanings? Â

   Do repeated words carry the same meaning when repeated, or do they change? Words often gather or evolve in meaning when repeated. Â

   Do particular words or phrases seem drawn to or connected with each other? These often add up so that a clearer sense of the poem emerges.

   Do you notice lots of material or immaterial things (nouns) or lots of action (verbs)? Is the poem concrete, about specific things and places, or is the poem more abstract, about concepts or ideas? Is the poem full of movement, or does it seem to stay still and look at one thing?

   Do certain words seem to clash with each other, and what effect does this have? Think in terms of oppositions, tensions, conflicts, and binaries.

Consider word choice, or diction:

   Is the word choice distinctive? Does it add up to a kind of style—for example, is it elaborate, dense, simple, archaic, formal, conversational, descriptive, abstract, and so on?

   How would you describe the level of language and vocabulary (register): informal, formal, common, casual, neutral, mixed?

Tone. Address the tone of the speaker or narrator, which is the attitude taken by the poeoriginal text?

[Key terms: figures of speech, connotation, denotation, metaphor, simile, irony, ima

INTRODUCTION: There is no single way to do a close reading of a poem. Sometimes an impression is a way in; sometimes the “voice†in the poem stands out; sometimes it is a matter of knowing the genre of the poem; sometimes groupings of key words, phrases, or images seem to be its most striking elements; and sometimes it takes a while to get any impression whatsoever. The goal, however, is constant: you want to come to a deeper understanding of the poem. There are, nonetheless, steps you can take toward this goal—the first being, obviously, to read the poem very carefully—as well as specific elements you can look for and questions you can ask.Keep in mind that whenever you interpret a poem, it has to be backed up by reference to the poem itself. Remember, too, that no one close reading of a poem has ever “solved†or mastered that poem, and that rereading a poem or passage is often like doing a new reading, inasmuch as more is usually seen with subsequent readings.A note on “key termsâ€: hundreds of terms are associated with the study of poetry. In our Guide you will see we have selected only a few, mainly those that might offer immediate application for your close reading; you can scroll over these underlined words for their definitions. For a more extensive list, consult either of these sites: Poets’ Grave or Representative Poetry Online.1. THE TITLE. A poem’s title does not always have great significance. The title might not make much sense until you start to understand the poem. The title “The Sick Rose†(by William Blake) gives us a reasonable hint about what the poem means. T. S. Eliot’s title “The Love Song of J. Alfred Prufrock†seems to give some direction, but after reading the poem, the title might be considered misleading or ironic. Wallace Stevens’ title “The Snow Man†gives very little help.    Does the title immediately influence what you are about to read, or does it, at the moment you begin your first reading, remain mysterious or vague?    After you have thought about the poem, how do you think the title relates to it?

to leave the reader thinking and wandering on their own. without a resolution we are clueless to what happens next, and why it does. it may even cause suspension with the reader.

explanation:

the speech this question is referring to is president kennedy's special message to the congress on urgent national needs, may 25, 1961

kennedy responds in a very direct and concrete way to those thinking that communism is a positive system:

"yet their aggression is more often concealed than open. they have fired no missiles; and their troops are seldom seen. they send arms, agitators, aid, technicians and propaganda to every troubled area. but where fighting is required, it is usually done by others--by guerrillas striking at night, by assassins striking alone--assassins who have taken the lives of four thousand civil officers in the last twelve months in vietnam alone--by subversives and saboteurs and insurrectionists, who in some cases control whole areas inside of independent nations." (kennedy)

president kennedy presents communism as cowardly, as a hidden and treacherous weapon that strikes from the shadows like thieves, he represents the system as not even being capable of showing and open and overt attack or confrontation. to finish up the response, he expresses that the system attacks even a country's idependence and freedom.