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[Debra Beilke joined the session] Jun 6, 2016 4:44:48 PM CDT Debra Beilke: testing Jun 6, 2016 4:44:51 PM CDT [Debra Beilke left the session] Jun 6, 2016 4:44:54 PM CDT [Jordan Guison joined the session] Jun 6, 2016 7:26:07 PM CDT Jordan Guison: have to put an unruly toddler to bed. brb. Jun 6, 2016 7:43:20 PM CDT [Debra Beilke joined the session] Jun 6, 2016 7:49:39 PM CDT Debra Beilke: testing. Jun 6, 2016 7:49:52 PM CDT Debra Beilke: brb Jun 6, 2016 7:49:56 PM CDT [Lindsey Johnson joined the session] Jun 6, 2016 7:53:30 PM CDT [Sadiya Haille joined the session] Jun 6, 2016 7:57:14 PM CDT Debra Beilke: GOOD EVENING! Jun 6, 2016 7:57:41 PM CDT Lindsey Johnson: hello Jun 6, 2016 7:57:52 PM CDT [Keri Johnson joined the session] Jun 6, 2016 7:57:59 PM CDT Jordan Guison: hello Jun 6, 2016 7:58:12 PM CDT Sadiya Haille: hello Jun 6, 2016 7:58:17 PM CDT Debra Beilke: HI, KERI. HI JORDAN AND SADIYA. Jun 6, 2016 7:58:26 PM CDT Debra Beilke: HOW IS EVERYONE TONIGHT? Jun 6, 2016 7:58:31 PM CDT Keri Johnson: hello Jun 6, 2016 7:58:32 PM CDT Jordan Guison: ready to get monday over with Jun 6, 2016 7:58:47 PM CDT Sadiya Haille: Just started Ramadan Jun 6, 2016 7:58:48 PM CDT Debra Beilke: AH, YES. ARE YOU FASTING? Jun 6, 2016 7:58:57 PM CDT Sadiya Haille: yes for 17bhours Jun 6, 2016 7:59:04 PM CDT Lindsey Johnson: doing well Jun 6, 2016 7:59:05 PM CDT Sadiya Haille: 17 hours Jun 6, 2016 7:59:09 PM CDT Keri Johnson: doing good....you? Jun 6, 2016 7:59:16 PM CDT Debra Beilke: THAT'S TOUGH THAT IT IS HAPPENING DURING THE TIME OF YEAR WHEN THERE ARE THE LONGEST DAYS! Jun 6, 2016 7:59:27 PM CDT Debra Beilke: I AM FINE. Jun 6, 2016 7:59:48 PM CDT Sadiya Haille: Yea I know no food, or drink. it's humbling though! Jun 6, 2016 8:00:05 PM CDT Debra Beilke: I WANTED TO START CLASS BY GIVING YOU SOME INFORMATION ABOUT WHY THIS CLASS ASSIGNS A POETRY EXPLICATION. Jun 6, 2016 8:00:29 PM CDT Debra Beilke: I WROTE DOWN SOME THINGS TO SAY. I THOUGHT IT MIGHT BE EASIER FOR YOU TO READ, THOUGH, IF I SENT IT TO YOU IN AN E-MAIL. Jun 6, 2016 8:00:57 PM CDT Debra Beilke: SO, IF POSSIBLE, CHECK YOUR E-MAIL. Jun 6, 2016 8:01:05 PM CDT Lindsey Johnson: ok Jun 6, 2016 8:01:19 PM CDT Debra Beilke: IF YOU CAN'T DO THAT, I WILL COPY AND PASTE MY REMARKS HERE IN CHAT FORMAT. Jun 6, 2016 8:01:20 PM CDT Jordan Guison: interesting point. i never thought of it as a snapshot Jun 6, 2016 8:02:49 PM CDT Debra Beilke: Why do Why do we assign explications? In order to help you understand and appreciate how language works to create meaning and emotional effects. It might help if you think about what the poet is trying to achieve and how he/she tries to achieve it. Let’s say you have a particular emotion, though, experience, “snapshot” of your life that you want to communicate with language. This “snapshot” is powerful to you, but it requires more nuance than just saying “It was great!” or “It was depressing.” If you are a poet, your goal is to communicate that experience to readers. Your “tool” in the broadest sense is language. More specifically, your tools are the literary techniques that your textbook has been introducing you to, things like imagery, metaphor, sound effects, form, and so forth. If you are a poet, your task if to use these literary techniques to create a poem that will help you “translate” your experience into a piece of art that will (if successful) enable the reader to feel/think/experience the same thing you did. That’s how poetry (and really any piece of literature) works. Often, though, beginning readers don’t really pay much attention to all these details. They just look for the basic, literal meanings. In so doing, they miss so much! we assign explications? In order to help you understand and appreciate how language works to create meaning and emotional effects. It might help if you think about what the poet is trying to achieve and how he/she tries to achieve it. Let’s say you have a particular emotion, though, experience, “snapshot” of your life that you want to communicate with language. This “snapshot” is powerful to you, but it requires more nuance than just saying “It was great!” or “It was depressing.” If you are a poet, your goal is to communicate that experience to readers. Your “tool” in the broadest sense is language. More specifically, your tools are the literary techniques that your textbook has been introducing you to, things like imagery, metaphor, sound effects, form, and so forth. If you are a poet, your task if to use these literary techniques to create a poem that will help you “translate” your experience into a piece of art that will (if successful) enable the reader to feel/think/experience the same thing you did. That’s how poetry (and really any piece of literature) works. Often, though, beginning readers don’t really pay much attention to all these details. They just look for the basic, literal meanings. In so doing, they miss so much! Jun 6, 2016 8:03:18 PM CDT Debra Beilke: SORRY FOR THE DOUBLE-PASTE. I DID NOT THINK IT HAD WORKED THE FIRST TIME. Jun 6, 2016 8:04:06 PM CDT Debra Beilke: LET ME KNOW WHEN YOU HAVE FINISHED READING IT AND WHAT YOUR THOUGHTS ARE. Jun 6, 2016 8:05:25 PM CDT Jordan Guison: i never thought of it as a snap shot/ Jun 6, 2016 8:05:52 PM CDT Jordan Guison: just merely the art of expressing complex emotions and experiences in word. Jun 6, 2016 8:06:12 PM CDT Debra Beilke: THAT'S JUST A METAPHOR, BUT IT MIGHT BE A HELPUL WAY TO THINK OF IT. Jun 6, 2016 8:06:13 PM CDT Lindsey Johnson: i know i have been strugging with the poetry, and this makes sense why we do it. it has challenged me to think more Jun 6, 2016 8:06:18 PM CDT Sadiya Haille: having a deeper understanding of a poem by paying attention to details Jun 6, 2016 8:06:33 PM CDT Debra Beilke: YES. Jun 6, 2016 8:06:41 PM CDT Keri Johnson: i have just been a surface reader and not going deeper Jun 6, 2016 8:07:03 PM CDT Sadiya Haille: I agree keri Jun 6, 2016 8:07:25 PM CDT Debra Beilke: IT SEEMS TO ME IN MY EXPERIENCE THAT STUDENTS OFTEN GET FRUSTRATED WITH POETRY BECAUSE THEY ARE LOOKING FOR SOME DEEP, PHILOSOPHICAL MEANING WHEN IN FACT THERE OFTEN ISN'T ONE. Jun 6, 2016 8:07:26 PM CDT Jordan Guison: i have always looked at the complexities of plot in reading. Jun 6, 2016 8:07:29 PM CDT Debra Beilke: ON THE OTHER HAND, THERE IS A LOT TO LOOK AT IN POETRY THAT STUDENTS OFTEN OVERLOOK. Jun 6, 2016 8:07:53 PM CDT Jordan Guison: i liked that first poem about eating the last plum hahaha Jun 6, 2016 8:07:56 PM CDT Debra Beilke: INSTEAD OF THINKING OF POETRY AS A VERY CONVOLUTED E-MAIL MESSAGE THAT IS RIDICULOUSLY DIFFICULT TO COMPREHEN, Jun 6, 2016 8:08:25 PM CDT Debra Beilke: COMPREHEND, Jun 6, 2016 8:08:28 PM CDT Debra Beilke: I WOULD SUGGEST THINKING OF IT AS AN ART FORM--BECAUSE THAT'S WHAT IT IS. Jun 6, 2016 8:08:41 PM CDT Debra Beilke: ARE ANY OF YOU VISUAL ARTISTS OR MUSICIANS, DANCERS, ANYTHING? Jun 6, 2016 8:08:58 PM CDT Lindsey Johnson: no Jun 6, 2016 8:09:10 PM CDT Keri Johnson: no Jun 6, 2016 8:09:18 PM CDT Sadiya Haille: no Jun 6, 2016 8:09:21 PM CDT Jordan Guison: i write fiction novels in my free time. and sing on occasion. Jun 6, 2016 8:09:22 PM CDT Debra Beilke: WELL, I THINK MOST PEOPLE ENJOY MUSIC. NOW, OFTEN MUSIC DOES HAVE LYRICS, AND THERE IS A BASIC LITERAL MEANING TO THE LYRICS, SUCH AS "I'M SO SAD THAT YOU BROKE UP WITH ME," OR "I AM VERY ANGRY BECAUSE I AM A TEENAGER" -) Jun 6, 2016 8:10:18 PM CDT Debra Beilke: BUT REALLY, IF I TRIED TO CONDENSE A BEAUTIFUL SONG SIMPLY INTO THE MEANING, "i MISS YOU," I WOULD BE DOING IT A DISSERVICE. Jun 6, 2016 8:10:52 PM CDT Debra Beilke: DOES THAT MAKE SENSE? Jun 6, 2016 8:10:58 PM CDT Lindsey Johnson: * Jun 6, 2016 8:11:08 PM CDT Jordan Guison: yes Jun 6, 2016 8:11:09 PM CDT Keri Johnson: yes Jun 6, 2016 8:11:13 PM CDT Debra Beilke: INSTEAD, WITH MUSIC, THE MAIN POINT, I THINK, IS THE BEAUTY/ENJOYMENT OF THE WAY IT SOUNDS. Jun 6, 2016 8:11:54 PM CDT Sadiya Haille: yes] Jun 6, 2016 8:12:00 PM CDT Debra Beilke: KEEP IN MIND THAT I AM NOT A MUSICIAN, AND I DON'T REALLY HAVE THE VOCABULARY TO DISCUSS IT INTELLIGENTLY. :-) Jun 6, 2016 8:12:10 PM CDT Debra Beilke: TRY TO THINK OF POETRY THE SAME WAY. Jun 6, 2016 8:12:22 PM CDT Debra Beilke: WHAT I'D LIKE FOR YOU TO GET FROM THE POETRY UNIT IS A BETTER APPRECIATION FOR WHAT POETS TRY TO ACHIEVE WITH LANGUAGE AND how THEY TRY TO ACHIEVE IT. Jun 6, 2016 8:13:02 PM CDT Debra Beilke: WHEN I SAY "HOW," I AM REFERRING TO THE LITERARY TECHNIQUES THAT YOU HAVE BEEN READING ABOUT IN YOUR BOOK, THINGS LIKE IMAGERY, METAPHOR, SOUND EFFECTS, AND SO FORTH. Jun 6, 2016 8:13:38 PM CDT Debra Beilke: WHEN YOU DO YOUR EXPLICATION PAPER, I AM LOOKING FOR TWO MAIN THINGS: Jun 6, 2016 8:14:10 PM CDT Debra Beilke: FIRST, THAT YOU ARTICULATE THE THEME OF THE POEM. THAT MEANS THE OVERALL POINT OR "MESSAGE" IT IS TRYING TO COMMUNICATE. Jun 6, 2016 8:14:28 PM CDT Debra Beilke: MORE IMPORTANTLY, THOUGH, I WOULD LIKE YOU TO BE ABLE TO EXAMINE SOME OF THE MAIN LITERARY TECHNIQUES THE POET USES TO ACHIEVE THIS THEME. Jun 6, 2016 8:14:59 PM CDT Debra Beilke: THAT IS WHY I ASKED YOU TO FILL OUT THE "READING YOUR POEM" WORKSHEET. Jun 6, 2016 8:15:10 PM CDT Debra Beilke: IF YOU TAKE TIME TO DO THE WORKSHEET THOROUGHLY, YOU SHOULD BE IN GOOD SHAPE FOR THE PAPER OR AT LEAST THE GENERAL OUTLINE OF IT. Jun 6, 2016 8:15:37 PM CDT [Debra Beilke started recording] Jun 6, 2016 8:16:08 PM CDT

Debra Beilke: I DO ENCOURAGE YOU TO FILL OUT THE 'READING YOUR POEM' WORKSHEET AND GET MY FEEDBACK BEFORE WRITING THE PAPER. THAT WAY, I WILL LET YOU KNOW IF YOU GO DOWN THE WRONG PATH. Jun 6, 2016 8:23:05 PM CDT Debra Beilke: WOULD IT BE HELPFUL IF WE LOOKED MORE CLOSELY AT THE SAMPLE EXPLICATION, OR DOES THE ASSIGNMENT SEEM CLEAR? Jun 6, 2016 8:23:39 PM CDT [Sadiya Haille joined the session] Jun 6, 2016 8:24:02 PM CDT Debra Beilke: WOULD IT BE HELPFUL IF WE LOOKED MORE CLOSELY AT THE SAMPLE EXPLICATION, OR DOES THE ASSIGNMENT SEEM CLEAR? Ju Jun 6, 2016 8:24:26 PM CDT Debra Beilke: I REPEATED THAT FOR SADIYA, WHO WAS GONE WHEN I FIRST ASKED. Jun 6, 2016 8:24:39 PM CDT Lindsey Johnson: i would find it helpful Jun 6, 2016 8:24:59 PM CDT Jordan Guison: me, too Jun 6, 2016 8:25:38 PM CDT Debra Beilke: OK. LET'S LOOK AT IT. I WILL REPRODUCE CERTAIN SECTIONS OF IT HERE. Jun 6, 2016 8:26:26 PM CDT Sadiya Haille: i would find that helpful, because i'm having a hard time looking for literary techniques Jun 6, 2016 8:26:49 PM CDT Debra Beilke: O“When Aunt is dead, her terrified hands will lie / Still ringed with ordeals she was mastered by. / The tigers in the panel that she made / Will go on prancing, proud and unafraid.” So ends the lush and very focused poem “Aunt Jennifer’s Tigers” by Adrienne Rich. Using the interlocking symbols of the tiger and the ring, the poet illuminates the tragedy of a woman who has lived the greater part of her life as the subordinate member in an unbalanced marriage. The highlighted sentence is the thesis. Notice it has both “what” [tragedy of a woman….marriage] and the ‘how” [using the interlocking symbols of the tiger and the ring} Jun 6, 2016 8:27:02 PM CDT Sadiya Haille: on learning to love America poem Jun 6, 2016 8:27:05 PM CDT Debra Beilke: HERE I HAVE REPRODUCED THE FIRST PARAGRAPH. Jun 6, 2016 8:27:55 PM CDT Debra Beilke: THE THESIS IS THE SENTENCE BEGINNING 'USING THE INTERLOCKING SYMBOLS O FTHE TIGERS AND THE RING" Jun 6, 2016 8:28:17 PM CDT Debra Beilke: THIS THESIS CONTAINS BOTH THE "WHAT" [THE THEME OF THE POEM] AND THE "HOW" [SOME OF ITS LITERARY TECHNIQUES. Jun 6, 2016 8:28:48 PM CDT Debra Beilke: TELL ME WHAT THE THEME IS IN THIS THESIS STATEMENT. Jun 6, 2016 8:29:40 PM CDT Sadiya Haille: thank you profressor Jun 6, 2016 8:29:54 PM CDT Sadiya Haille: The poet interlocks the speakers past of dealing with whatever the reason why the speaker left her country wether is for better opputunity or civil war for a better life and dealing with the present and the culture shock and learning how to love this new country she emigrated too. She has to raise her American son who is ironically what she has to learn how to love. Like her past, her son future is also another pushing reason to adapt to America. Jun 6, 2016 8:30:25 PM CDT Debra Beilke: I MAY NOT HAVE BEEN CLEAR. IN THE THESIS STATEMENT ABOUT "AUNT JENNIFER'S TIGERS," WHICH PART ARTICULATES THE THEME OF THE POEM? Jun 6, 2016 8:31:48 PM CDT Lindsey Johnson: isnt the theme of the life of a women who is unhappy and escapes by making these tigers? Jun 6, 2016 8:32:06 PM CDT Debra Beilke: SORT OF. MY QUESTION WAS SIMPLY TO REPEAT THE THEME STATEMENT IN THIS PARTICULAR PERSON'S EXPLICATION. THIS IS: he poet illuminates the tragedy of a woman who has lived the greater part of her life as the subordinate member in an unbalanced marriage Jun 6, 2016 8:33:06 PM CDT Lindsey Johnson: oh that makes sense now Jun 6, 2016 8:33:45 PM CDT Keri Johnson: * Jun 6, 2016 8:33:52 PM CDT Debra Beilke: SOMEBODY ELSE MIGHT HAVE A DIFFERENT INTERPRETATION OF THE POEM, BUT I JUST WANT PEOPLE TO BE CLEAR ON WHAT "THEME" MEANS. SOMETIMES PEOPLE CONFUSE IT WITH "TOPIC" WHICH IS A MUCH BROADER, MORE GENERAL IDEA. Jun 6, 2016 8:33:53 PM CDT Debra Beilke: THE PHRASE"THE "INTERLOCKING SYMBOLS OF THE TIGER AND THE RING" ARE THE PARTS OF THE THESIS THAT REFER TO THE LITERARY TECHNIQUES. Jun 6, 2016 8:34:44 PM CDT Debra Beilke: SO THIS WRITER FOCUSED ON SYMBOLISM IN THE THESIS. Jun 6, 2016 8:34:59 PM CDT Debra Beilke: BUT HE DID MENTION SOME OTHER TECHNIQUES IN THE PAPER ITSELF. Jun 6, 2016 8:35:10 PM CDT Debra Beilke: ARE YOU WITH ME SO FAR? Jun 6, 2016 8:35:16 PM CDT Jordan Guison: gotcha Jun 6, 2016 8:35:30 PM CDT Keri Johnson: * Jun 6, 2016 8:35:31 PM CDT Lindsey Johnson: so with the thesis we dont have to have all of the techniques in it? Jun 6, 2016 8:35:34 PM CDT Sadiya Haille: * Jun 6, 2016 8:35:45 PM CDT Debra Beilke: NO, JUST THE ONES YOU THINK ARE MOST IMPORTANT. Jun 6, 2016 8:35:47 PM CDT Lindsey Johnson: ok Jun 6, 2016 8:35:52 PM CDT Debra Beilke: OTHERWISE, IT COULD END UP AS A LIST OF 20 DIFFERENT POINTS. Jun 6, 2016 8:36:03 PM CDT Debra Beilke: REGARDING THE ORGANIZATION OF AN EXPLICATION YOU HAVE SOME CHOICES. Jun 6, 2016 8:36:37 PM CDT [Sadiya Haille left the session] Jun 6, 2016 8:36:42 PM CDT [Sadiya Haille joined the session] Jun 6, 2016 8:36:45 PM CDT Debra Beilke: ONE WAY IS TO GO THROUGH THE POEM LINE BY LINE AND COMMENT ON THE TECHNIQUES THAT WAY. Jun 6, 2016 8:36:52 PM CDT Sadiya Haille: my internet is really slow Jun 6, 2016 8:36:59 PM CDT Debra Beilke: ANOTHER WAY IS TO ORGANIZE THE POEM BY THE LITERARY TECHNIQUES YOU WISH TO FOCUS ON. Jun 6, 2016 8:37:09 PM CDT Debra Beilke: IN THIS SAMPLE, THE WRITER ORGANIZED THE PARAGRAPHS BY THE SYMBOLS HE IS FOCUSING ON: THE RING AND THE TIGERS AND WHAT THE TIGERS REPRESENT. Jun 6, 2016 8:37:54 PM CDT Debra Beilke: YOU CAN DO IT EITHER WAY. Jun 6, 2016 8:37:58 PM CDT Debra Beilke: HOWEVER, I WOULD RECOMMEND ORGANIZING IT BY LITERARY TECHNIQUE. OTHERWISE, IT IS TOO EASY TO REVERT TO PARAPHRASE. "THIS LINE MEANS X AND THIS LINE MEANS Y AND THIS LINE MEANS Z." YOU DON'T WANT TO DO THAT. Jun 6, 2016 8:38:50 PM CDT Debra Beilke: MAKE SURE THAT YOU NOT ONLY MAKE YOUR GENERAL POINT ABOUT THE LITERARY TECHNIQUE, BUT THAT YOU ALSO SUPPORT YOUR POINTS BY GIVING EVIDENCE (QUOTTAIONS) AND THEN ANALYZING THAT EVIDENCE. Jun 6, 2016 8:39:28 PM CDT Debra Beilke: WHEN YOU DISCUSS POETRY, RATHER THAN CITING PAGE NUMBERS, YOU SHOULD CITE LINE NUMBERS. Jun 6, 2016 8:39:43 PM CDT Debra Beilke: YOU INDICATE LINE BREAKS WITH A / Jun 6, 2016 8:39:55 PM CDT Debra Beilke: FOR EXAMPLE, I WOULD WRITE "ROSES ARE RED / VIOLETS ARE BLUE / SUGAR IS SWEET / AND SO ARE YOU" (1-4). Jun 6, 2016 8:40:28 PM CDT Debra Beilke: MAKE SENSE? Jun 6, 2016 8:40:56 PM CDT Jordan Guison: oh, ok Jun 6, 2016 8:40:57 PM CDT Lindsey Johnson: * Jun 6, 2016 8:41:00 PM CDT Sadiya Haille: * Jun 6, 2016 8:41:08 PM CDT Keri Johnson: * Jun 6, 2016 8:41:21 PM CDT Debra Beilke: OK. WE ARE RUNNING OUT OF TIME. Jun 6, 2016 8:41:44 PM CDT Debra Beilke: WHAT OTHER QUESTIONS OR CONCERNS DO YOU HAVE? Jun 6, 2016 8:41:50 PM CDT Lindsey Johnson: do all poems have a stanza? Jun 6, 2016 8:42:15 PM CDT Debra Beilke: ALL POEMS HAVE AT LEAST ONE STANZA. STANZA REFERS TO THE LINES THAT ARE ALL GROUPED TOGETHER. THE EQUIVALENT (SORT OF) IN PROSE IS THE PARAGRAPH. Jun 6, 2016 8:43:22 PM CDT Debra Beilke: _____________ Jun 6, 2016 8:43:24 PM CDT Debra Beilke: SHOOT. I WAS GOING TO OUTLINE A POEM, BUT IT WON'T LET ME, IF A POEM HAS EIGHT LINES, BUT TEHRE IS AN EXTRA SPACE AFTER THE FOURTH LINE, THAT MEANS IT HAS TWO STANZAS. Jun 6, 2016 8:43:57 PM CDT [Sadiya Haille left the session] Jun 6, 2016 8:44:15 PM CDT [Sadiya Haille joined the session] Jun 6, 2016 8:44:18 PM CDT Debra Beilke: OTHER QUESTIONS? Jun 6, 2016 8:44:23 PM CDT Sadiya Haille: how do you look for symbols? Jun 6, 2016 8:45:00 PM CDT Sadiya Haille: in a poem Jun 6, 2016 8:45:07 PM CDT Debra Beilke: A SYMBOL IS SOMETHING THAT EXISTS LITERALLY IN THE POEM, BUT ALSO TAKES ON LARGER SIGNIICANCE. WE USE THEM IN EVERYDAY LIFE AS WELL. Jun 6, 2016 8:45:42 PM CDT Debra Beilke: FOR EXAMPLE, THE WEDDING RING IS A SYMBOL. LITERALLY, IT IS JUST A CIRCLE OF GOLD OR SILVER. Jun 6, 2016 8:46:00 PM CDT Jordan Guison: like the bald eagle. symbold of freedom. Jun 6, 2016 8:46:11 PM CDT Debra Beilke: BUT IT ALSO CARRIES LARGER SIGNIICANCE OF UNDYING LOVE. Jun 6, 2016 8:46:16 PM CDT Debra Beilke: RIGHT, JORDAN. THE AMERICAN FLAG IS ALSO A SYMBOL. Jun 6, 2016 8:46:24 PM CDT Sadiya Haille: ok got it but my poem is hard to find the symbol or techinciques Jun 6, 2016 8:46:52 PM CDT Debra Beilke: SO IN THE POEM "AUNT jENNIFER'S TIGERS,' YOU'LL NOTICE IT IS QUITE SHORT. AND YET THE POET DEVOTES QUITE A BIT OF ATTENTION TO AUNT JENNIFER'S WEDDING RING. Jun 6, 2016 8:47:04 PM CDT Debra Beilke: NORMALLY, ONE PROBABLY WOULDN'T FOCUS SO MUCH ON THE WEDDING RING UNLESS IT REPRESENTS SOMETHING LARGER. THAT'S WHEN YOU HAVE TO ASK YOURSELF, WHY? WHAT ELSE MIGHT IT MEAN? Jun 6, 2016 8:47:38 PM CDT Debra Beilke: SADIYA--NOT ALL POEMS HAVE SYMBOLS, SO YOURS MAY NOT. Jun 6, 2016 8:47:48 PM CDT Debra Beilke: YOU CAN LOOK AT THINGS LIKE THE FORM OF THE POEM, THE TYPE OF LANGUAGE SHE USES (FORMAL, INFORMAL, SLANG, ETC.), LINE LENGTH, NUMBER OF STANZAS, EVEN PUNCTUATION. T HOSE ARE ALL LITERARY TECHNIQUES AS WELL. Jun 6, 2016 8:48:28 PM CDT Debra Beilke: DOES THAT MAKE SENSE? Jun 6, 2016 8:48:50 PM CDT Lindsey Johnson: * Jun 6, 2016 8:49:14 PM CDT Keri Johnson: * Jun 6, 2016 8:49:21 PM CDT Jordan Guison: * Jun 6, 2016 8:49:22 PM CDT Sadiya Haille: * Jun 6, 2016 8:49:27 PM CDT Debra Beilke: FOR EXAMPLE, IF I WROTE TO A STUDENT, "THOU ART A LOVELY LASS WHOSE MIND IS LIKE A BOUNTIFUL SPRING" Jun 6, 2016 8:49:40 PM CDT Debra Beilke: THE USE OF LANGUAGE IS QUITE DIFFERENT THAN IF I WROTE: "YO--BRO--YOU ARE ONE SMART BAD ASS SISTER." Jun 6, 2016 8:50:26 PM CDT Sadiya Haille: I have to break my fast profressor, it's sundown Jun 6, 2016 8:50:28 PM CDT Debra Beilke: OK, SADIYA. Jun 6, 2016 8:50:33 PM CDT Debra Beilke: MAKE SENSE? Jun 6, 2016 8:50:36 PM CDT Sadiya Haille: yes profressor Jun 6, 2016 8:50:45 PM CDT Lindsey Johnson: * Jun 6, 2016 8:50:50 PM CDT [Sadiya Haille left the session] Jun 6, 2016 8:51:03 PM CDT Debra Beilke: ANY OTHER QUESTIONS? Jun 6, 2016 8:51:08 PM CDT Debra Beilke: IF YOU HAVE QUESTIONS/CONCERNS ABOUT THE PARTICULAR POEM YOU ARE EXPLICATING, FEEL FREE TO E-MAIL ME. Jun 6, 2016 8:51:24 PM CDT Lindsey Johnson: this was very helpful Jun 6, 2016 8:51:38 PM CDT Debra Beilke: GOOD. Jun 6, 2016 8:51:45 PM CDT Jordan Guison: yes, thank you professor. Jun 6, 2016 8:51:59 PM CDT Debra Beilke: IF NO MORE QUESTIONS, THEN YOU ARE FREE TO LEAVE! Jun 6, 2016 8:52:25 PM CDT Debra Beilke: GOOD NIGHT. Jun 6, 2016 8:52:27 PM CDT [Jordan Guison left the session] Jun 6, 2016 8:52:29 PM CDT [Keri Johnson left the session] Jun 6, 2016 8:52:30 PM CDT Lindsey Johnson: goog night Jun 6, 2016 8:52:34 PM CDT [Lindsey Johnson left the session] Jun 6, 2016 8:52:40 PM CDT [ paused recording] Jun 6, 2016 8:53:13 PM CDT [ stopped recording] Jun 6, 2016 8:53:16 PM CDT [Debra Beilke left the session] Jun 6, 2016 9:07:44 PM CDT