25pts
Read your poem and type or write one or two lines in which the poet uses a unique syntax. In complete sentences, think about this syntax and answer the following questions. What does this syntax tell us about the author’s tone? How does he/she feel? Does the writer use punctuation marks to create pauses or communicate emotion?
Poem:
A True Poem by Lloyd Schwartz
I'm working on a poem that's so true, I can't show it to anyone.
I could never show it to anyone.
Because it says exactly what I think, and what I think scares me.
Sometimes it pleases me.
Usually it brings misery.
And this poem says exactly what I think.
What I think of myself, what I think of my friends, what I think about my lover.
Exactly.
Parts of it might please them, some of it might scare them.
Some of it might bring misery.
And I don't want to hurt them, I don't want to hurt them.
I don't want to hurt anybody.
I want everyone to love me.
Still, I keep working on it.
Why?
Why do I keep working on it?
Nobody will ever see it.
Nobody will ever see it.
I keep working on it even though I can never show it to anybody.
I keep working on it even though someone might get hurt.

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?