Elements of Poetry

SURVEY ON PHILIPPINE
LITERATURE IN ENGLISH
POEM ANALYSIS
ACTIVITY:
SPEECH CHOIR OF
You Asked Me How
Much I Love You
By: Benito Reyes
You Asked Me How Much
By: Benito Reyes
You ask me how much I love you,

Ah, lovely inquisitive lips
You would want to fathom the ocean
And scale the infinite blue above us.
Shall I count the sands on the seashore,

Or pick the numberless stars of heaven
Like some sweet woodland blossoms?
By: Benito Reyes
Ask then the bold eagle of the air

If you could soar the ends of the distance ,
Or the worm of the ground if it could crawl
Down to the very core of the earth.
And you ask me how much I love you

Ah, lovely inquisitive lips,
You would want to fathom the ocean
And scale the infinite blue above us.
By: Benito Reyes
Read !read the answer in my eyes

And in the quiverless muteness of
my lips...
For there are things that are
voiceless
And would be told only in silence!
A. STANZAS
• series of lines grouped together and
separated by an empty line from
other stanzas
• are the equivalent of a paragraph in
an essay
• one way to identify a stanza is to
count the number of lines
POEM
ANALYSIS
POEM ANALYSIS
• Hard copy of the assigned poems.
– the poem
– background of the poet
• Power point presentation
– the poem
– background of the poet
– line per line analysis of the poem
– objective and subjective analysis
– Subjective:
• Choose the most appropriate theory for the
poem.
• Objective approach:
– Who is the persona/subject? Who is being talked
to in the poem?
– Where is the setting?
– Is there a specific rhyme scheme? how many lines
are there?
– What figures of speech are used?
– What tone and mood are created at various parts
of the work?
– Convey the significant human experience. How
can you relate to the poem? What are your
insights? What is the message of the poet?
GROUP 1 POEMS
1. Cecilio Apostol – To the Yankee
2. Amador Daguio – Man of Earth
3. Jose Garcia Villa – Poem 10
4. Angela M. Gloria – I Have Begrudged the Years
5. Emmanuel Torres – Song for a Dry Season
6. Benilda Santos – Eve, to Adam
GROUP 2 POEMS
6. Cirilo F. Bautista – Song of the Teargassed
Man
7. Ophelia Dimalanta – A Kind of Burning
8. Merlie Alunan – We Kept A Jarful of Tears
9. Ricardo M. de Ungria – Body English Rene
10. Estrella Amper – Letter to Pedro, US
Citizen, Also Called Pete
11. Danton Remoto – The Way We Live
A. STANZAS
• series of lines grouped together and
separated by an empty line from
other stanzas
• are the equivalent of a paragraph in
an essay
• one way to identify a stanza is to
count the number of lines
GROUP 3 POEMS
11. Simeon Dumdum, Jr. – Night; Letter to a Friend
12. Gemino Abad – The Future is First Shaped by Words
13. Alfredo Navarra Salanga – Thin Poems Occasioned
by Big and Small
14. Edgardo Maranan – Events; The Farmer’s Son; Trails
15. Alfred Yuson – Lovelight
16.Rogelio L. Ordoňez – La Tierra Pobreza; Am
No Write
GROUP 4 POEMS
16. Rolando S. Tinio – Valediction sa Hillcrest
17. Mariano Kilates – Love is a Ghost Lurking
in the Daylight Corner; Finder of the Image
18. Francis Macasantos – Promenade
19. Jose F. Lacaba – Force of Circumstance
20. Virgilio S. Almario – The Life of Ka Bestre,
Rig Driver
21. Luis Dato – The Spouse
ELEMENTS OF
POETRY
A. STANZAS
• couplet (2 lines)
• tercet (3 lines)
• quatrain (4 lines)
• cinquain (5 lines)
• sestet (6 lines) (also called a sexain)
• septet (7 lines)
• octave (8 lines)
B. FORM
• A. Narrative
• B. Lyric
• C. Dramatic
C. RHYME SCHEME
• pattern according to which end
rhymes (rhymes located at the end
of lines) are repeated in
works poetry
• are described using letters of the
alphabet beginning with A
C. RHYME
• could be end rhyme or internal

rhyme
• "Whiles all the night through fog-
smoke white"
• Eye-Rhyme: words only look as if
they’d rhyme (cough-bough)
C. RHYME
• could be end rhyme or internal

rhyme
• "Whiles all the night through fog-
smoke white"
D. Connotation and Denotation
• Connotation:
– implied meaning & attitude, suggestions &
associations, emotional connections
• Denotation:
– dictionary definition
E. Diction
Types of diction:
• formal: no slang or clichés; no contractions;
proper punctuation, style, grammar; keeps a
“formal distance” from the reader
• informal: slang,expressions/clichés; used
amongst friends
• colloquial: informal; used in personal,
everyday speech (clichés);
F. Imagery
• sense detail;
• image = sensory experience made of words
• used to represent abstract ideas
• used to make comparison or invoke another
level of reality
• used to invoke the material world through
sense detail or description
G. Figurative Language
• Simile
• Metaphor
• Personification
• Hyperbole
• Irony
– Verbal
– Situational
– Dramatic
H. Purpose
• employed to link unrelated objects or ideas
• employed to relate an unknown via
something known
• employed to allow readers to look afresh,
to see anew something familiar
• employed to spark reader’s imagination
• employed to prompt the reader to consider
new thoughts
I. Tone
• attitude of speaker towards

subject and/or audience
• joyous, playful, light, hopeful,
expectant, admiring, celebratory
J. Speaker
• narrator, persona
• NOT necessarily the author
• NOT his/her gender, race, age
• not automatically his thoughts, views,
opinions, beliefs, attitudes
K. Sound Devices
• alliteration (repetition of initial sound (consonant,
vowel) or consonant sound; reinforces meaning)
– “bring me my bow of burning gold” & “awful auguries”
• assonance (repetition of vowel sounds, reinforces
emotion) – don’t rhyme
– tide-mine
• consonance (repetition of consonant sounds, with
different vowel sounds)
– fail-feel
• onomatopoeia (words that echo sound they denote)
– swish, hiss, buzz
K. Sound Devices
• alliteration (repetition of initial sound (consonant,
vowel) or consonant sound; reinforces meaning)
– “bring me my bow of burning gold” & “awful auguries”
• assonance (repetition of vowel sounds, reinforces
emotion) – don’t rhyme
– tide-mine
• consonance (repetition of consonant sounds, with
different vowel sounds)
– fail-feel
• onomatopoeia (words that echo sound they denote)
– swish, hiss, buzz
ASSIGNMENT:
• Analyze the poems using the objective
(structuralist) and subjective (choose
your own lit theory) angles.
• Must be written in a one whole sheet
yellow paper.
• One poem per paper.
• NO PLAGIARISM!

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SURVEY ON PHILIPPINE

You ask me how much I love you,

Shall I count the sands on the seashore,

Ask then the bold eagle of the air

And you ask me how much I love you

Read !read the answer in my eyes

• could be end rhyme or internal

• could be end rhyme or internal

• attitude of speaker towards

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