Poetry Analysis Essay

Year 8B English

16th October, 2012

The poem Perfectionism is about a man (the speaker in the poem) who is suffering from the idea of perfectionism. This idea of perfectionism torments him on the inside and it acts as a tyrant and an executioner who (internally and metaphorically) kills the speaker. The message of this poem is that perfectionism torments people by setting high standards that are extremely hard to achieve. The message is exhibited throughout the poem using many different features but it is mainly displayed using figurative language, structure, and mood.

The figurative language that is used in this poem helps to create a sad, depressing mood. There are many forms of figurative language used in this poem. One of these forms is hyperboles which are displayed in phrases such as: His guillotine set in place and My arms are tied back tight. Another form of figurative language used in this poem is personification which is also shown throughout the poem: I live in fear of his spite and He forces my knees to the hard, wooden floor. The first hyperbole used in this poem (His guillotine set in place) compares perfectionism to an executioner. The poet never actually said that perfectionism is an executioner but because of the effect that hyperbole has on the poem (it exaggerates a point but it still sticks to the topic), the audience immediately understands that the author intended for it to be similar to a metaphor.

The poet has used and left out many different structural aspects (such as free-form and no relevant rhyme scheme) which reflects the idea of perfectionism. For example, the entire poem is in one stanza (not separated) and there is no relevant rhyme scheme in the poem. The whole poem is an extended-metaphor too. The fact that the poem is free-form (not separated into stanzas) and has no rhyme scheme exhibits the perfectionisms imperfection and non-rhyming (free-verse) side. A non-rhyming side could represent sadness and misery because it is not what is classically associated with happiness. The poem being an extended metaphor reflects the fact that perfectionism can be compared to something terrifying because it (internally) scares the speaker and taunts him!

The depressing, gloomy, and sad mood changes the readers initial analysis of the poem by influencing them to view perfectionism as a dark, terrifying, idea. The mood is created by the diction used throughout the poem: Fear, Spite. Shudder, Terror, Darkness, Tyrant, Melancholy, Guillotine, and Executioner. The definitions of these words really help to create the mood (The word Tyrant means a cruel/oppressive ruler. The word Melancholy means a deep, pensive, long-lasting sadness. The definition of the word Guillotine is a machine with a heavy blade which is controlled by an executioner) and once the poem is understandable and makes sense, the reader will be able to view this poem from a deeper, more pensive perspective. If only the word sad was used, the reader would never be able to analyze this poem deeply and they would never be able to understand the speakers true feelings against perfectionism (the speaker fears and despises it).

Poetry Analysis Essay

Year 8B English

16th October, 2012

Further into the poem, the speaker reveals that the executioner that was mentioned earlier is actually the speaker himself/herself. This proves the initial point that perfectionism internally kills you and sets high, unachievable standards. Perfectionism is not the only thing that sets standards that apparently one must achieve to be perfect (other examples of this are racism and sexism) but this idea of perfection is only an illusion that is created in peoples minds which negatively drives them to do things to change themselves. People are fine without this illusion of perfection and they should not try to change themselves to achieve something that is set by someone elses perception of perfection.

Criterion A: Content You demonstrate an understanding of the poets message and how (s)he conveys it using language and structure. 0
You do not reach a standard described by any of the descriptors given below You demonstrate a very limited understanding of the poems meaning, organization and mood as well as how this is achieved. You give few or no examples to support your thinking. You are missing poetic terminology (e.g. rhythm, simile, metaphor). You demonstrate a limited understanding of the poems meaning, organization and mood as well as how this is achieved. You give insufficient examples to support your thinking. Your use of poetic terminology (e.g. rhythm, simile, metaphor) is sometimes accurate and appropriate. You demonstrate a sufficient understanding of the poems meaning, organization and mood as well as how this is achieved. You give generally good examples to support your thinking. Your use of poetic terminology (e.g. rhythm, simile, metaphor) is usually accurate and appropriate. You demonstrate a good understanding of the poems meaning, organization and mood as well as how this is achieved.

Criterion B: Organization You are able to organize your essay in a clear and logical way.

Criterion C: Language and Style You can use appropriate language in your essay.
You do not reach a standard described by any of the descriptors given below You have very frequent errors in grammar and spelling that persistently hinder communication. You show little or no evidence of a register and style appropriate for an essay. You have frequent errors in grammar and spelling that hinder communication.

You do not reach a standard described by any of the descriptors given below Your essay is disorganized, unclear, and/or incoherent. You do not use body paragraphs or are missing topic sentences and/or quotations and analysis.

1-2

Your essay shows the beginnings of organization but lacks coherence.

3-4

Your body paragraphs sometimes include a topic sentence and few quotations with little You show some evidence of or irrelevant analysis. a register and style appropriate for an essay.

5-6

Your essay is generally organized, clear, and coherent. Your body paragraphs usually include a topic sentence and some quotations with subsequent analysis.

Grammar and spelling are generally accurate. Occasional errors sometimes hinder communication. You often use a register and style appropriate for an essay.

7-8

Your essay is usually well-organized, clear, and coherent, and the ideas build on each other. Your body paragraphs are well-structured

Grammar and spelling are accurate. Occasional errors rarely hinder communication. You consistently use a

Poetry Analysis Essay

Year 8B English

16th October, 2012

You give substantial details to support your examples (you include the words/phrases in the poem). Relevant poetic terminology (e.g. rhythm, simile, metaphor) is used accurately and appropriately. You demonstrate a perceptive understanding of the poems meaning, organization and mood as well as how this is achieved. You consistently use illustrative details to support your examples (include the words/phrases from the poem) You show a sophisticated command of relevant poetic terminology (e.g. rhythm, simile, metaphor).

and consistently include a clear topic sentence and correctly embedded quotations with subsequent analysis.

register and style appropriate for an essay.

9-10

Your essay is consistently wellorganized, clear, and coherent, and the ideas build on each other in a sophisticated manner. Your body paragraphs are purposeful in their construction and always include a sophisticated topic sentence and correctly embedded quotations, which are subsequently analyzed in detail.

Grammar and spelling are accurate. Very infrequent errors do not hinder communication. You demonstrate a mastery of a register and style appropriate for an essay.

In order to succeed you need to:

Clearly communicate the poets message Use examples from the poem (quote lines) as evidence Use poetic terminology to explain your examples.

Use paragraphs with a topic sentence, three supporting details, and a concluding sentence Words and phrases taken from the poem should be inside quotation marks

Use a formal tone. Avoid contractions and slang. Write in the third person Revise for spelling and grammar