Bell Ringer 1/14

1. Bell Ringer 1/14 • Please come up with a definition for the following literary term: • Imagery • Be ready to discuss this when class begins.

2. Bell Ringer 1/14 • Please get out your books and turn to pg. 729, “A Few Don’ts by an Imagist.” • Find a partner and get a piece of composition paper.

3. English III • EQ: How can we use strong and thorough textual evidence to support what imagist poetry says both explicitly and implicitly? • Agenda • Bell Ringer: Completing Work from Friday • Agenda/EQ • Keystone Testing • Imagist Poetry • Listing Imagist Criteria • The River Merchant’s Wife: A Letter • Examining Other Imagists • William Carlos Williams, H.D.

4. Imagist Poetry Criteria List • Get back into your earlier groups of 3. • Each member should get a sheet of composition paper. • Create a list of criteria for Imagist poetry. • They can be either do’s or don’ts • Try to find at least 8 items • 3 of those can be Mr. Flint’s rules. • We will finalize our list together

5. Imagist Poetry Criteria List • Direct treatment of the “thing” • Use no word that does not contribute to presentation (all words reveal something) • Compose in sequence of the musical phrase, not a metronome • The rhythm should flow from one line to the next • Give feelings of liberation or sudden growth • Use concrete images, no abstractions • Avoid writing philosophic poetry • Present the image, don’t describe • Use surprising rhyme • Find the exact word that will achieve your goal

6. The River Merchant’s Wife: A Letter • With your group members, read “The River Merchant’s Wife: A Letter” • Using our list of Imagist Poetry Criteria, answer the following question: • Does Ezra Pound actually create the kind of poetry he describes in “A Few Don’ts by an Imagiste?” • Write a thorough paragraph that answers the question. • Give at least 3 pieces of evidence from the poem (including explanation) to support your answer. • You will also need to use some material from “A Few Don’ts by an Imagiste.”

7. Bell Ringer 1/14 • Please answer the following question with a partner: • How does good pacing make a story more engaging for the reader? • Be ready to discuss at the beginning of class.

8. Creative Writing • EQ: How do authors use pace and sequence to build a vivid, engaging, coherent story that works towardsa particular tone and outcome? • Agenda • Bell Ringer – Pacing Quiz • “Pace” – Robert Newton Peck • How does Peck define pacing? • What suggestions about pacing does he make? • Discussing Pacing • Examining Our Holiday Stories • Re-read your holiday/winter story. • Graphing Pacing • Improving Pacing

9. Graphing/Improving Pacing • Re-read your holiday story. • Graph your story’s pacing: • X = Time (perhaps you could think in terms of pages) • Y = Emotion or Excitement • Your graph should go up when your story pacing speeds up (more tension, more excitement, faster reading) and go down when your story pacing slows down (less tension, slower reading). • Once you have analyzed your story’s pacing, find 1 paragraph where your pacing should speed up and 1 paragraph where your pacing should slow down. • Re-write these paragraphs using the techniques in our reading.