Introduction to Literature

Week One Lesson 1B 

(remember that lesson 1A is to complete and return the interactive syllabus)

Part I: Readings and Questions

Hint: The easiest and most reliable way to write these lessons is to type them first into a WORD document, save them, then cut and paste into the boxes.

The readings are included in this week's lesson to give you time to secure your textbooks:

Here are three poems by Robert Frost. Frost is certainly the best known of modern American poets. Although he was viewed early in his career as a simple country poet, readers have come to discover a terrific depth and complexity beneath the simple surface.

The Road Not Taken

TWO roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that, the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I-
I took the one less traveled by,
And that has made all the difference.

First, let's look at the simple surface of the poem. : Very simply summarize the poem. Tell it as a simple story. Limit 25 words.  

Here's a short video lecture of The Road Not Taken. Not required-- It is simply intended to give you a little of the classroom feel.*See note on these experimental videos below.

Now, going further. Good poems often have an easy story to them, rather like a parable, but when you look at them carefully you find more meaning:

What exactly is the difference between the two roads? Why should it matter which he takes?

Does the poem relate to our own experience? Have you had to choose between two roads? And did your decision make a difference? Do you sometimes wonder about the other road.?

What are the two most important lines in the poem and why?

II. Fire and Ice by Robert Frost

This one starts off as a poem about the end of the world. He certainly does take some dark subjects for a simple. country poet, doesn't he?

Again, here's a  video lecture on Fire and Ice that may be useful.*See note on these experimental videos below.

Fire and Ice

SOME say the world will end in fire,
Some say in ice.
From what I've tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

Very simply, summarize the poem. Re-tell it to me in language as simple as Frost's. Limit only 25 words.  (This is the re-telling in an explication)

Going further:

He seems to equate "fire" with "desire." What does he relate "Ice" to?  Which force does he think has the greatest destructive force? Explain..(This is the explanation of difficult passages and ambiguities of an explication)

Does this mean that the poem is more about human relationships rather than the end of the world? Or both at the same time? (Again the ambiguities)

 Explain.

What is the one most important line in the poem and why? What is your final thought on the meaning of the poem? (Your final reaction)

What we are doing with these poems is called "explicating." In college an explication of a poem usually consists of three parts.
I. A summary or re-telling of the "story" of the poem.
II. An explanation of any difficult parts and exploration of ambiguous or double meanings.
III, A final "take" on the meaning of the poem as a whole. 

III. Stopping by Woods on a Snowy Evening

What we are examining is the difference between the literal and figurative, the difference between what a poem says and what it means, and in the process you are being asked to explicate the poem.

Short video on the poem and on "explication."

text alternative

Here for example is the simple story of a man stopping his horse for a few minutes in a snowfall. Yet it is one of the most famous and most studied poems in our language because of what seems to be going on beneath the surface.

WHOSE woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

I'm going to ask you some of the same questions about this poem.

In other words, let's do one more "explication.

 I. Very simply summarize the poem. Re-tell it to me as a story. Limit 25 words.  

II. Explain ant difficult parts or possible double meanings.

Why is he pausing here? There's nothing around. Even the horse, that's taken him on this trip a hundred times, thinks it's strange. It's a break in the routine.

Some readers find the  the man finds the lovely. dark, deep woods too darkly attractive, and that he only goes home because he has "promises to keep." What do you think of that analyses?

III. What is your final "take" on the overall meaning of the poem? What are the two most important lines and why?

IV. Last explain briefly what an "explication" is. Also it would be useful if you let me know if the videos are helpful at all and if you think more should be included in future lessons. Introductory video Let me know if you had any technical problems in accessing the videos. 

*Please note that the videos are an experiment and are  not required for completing these lessons, but are intended as an aid. 

  V. Drawings. Choose one of the three poems and do your own illustration. You are not graded on artistic ability, only on the detail you include. You will send your drawings to me at the end of the class. They form part of your participation grade. Describe the details you have put in your drawing in this box. It is also useful to put your name and the name of the poem on the drawing and to include a copy of this description a long with the drawing when you send it. Do one drawing for each class lesson.