[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-157294-en":3,"doc-seo-157294-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},157294,137451207643,"Margaret","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",4,"Exam","A-LEVEL ENGLISH LITERATURE POEM STUDY GUIDE","A-LEVEL ENGLISH LITERATURE POEM STUDY GUIDE compiles structured study support for analyzing specific poems, focusing on summary/paraphrase, speaker description, tone, and theme statements. It provides a framework of significant poetic devices with technique, line-referenced examples, and explanations of significance and effect, alongside memorable lines to reinforce key concepts. The guide also includes suggestions for poem triads and an outside criticism resource to extend literary analysis.","A-LEVEL ENGLISH LITERATURE POEM STUDY GUIDE  \nCREATED BY                                                         William,sierra,Kalyn  \n\n| TITLE OF POEM  \u003Cbr>AtHome   |  |\n| --- | --- |\n| AUTHOR  \u003Cbr>hrstme     | YEAR  \u003Cbr>185     |\n\nSUMMARY/PARAPHRASE OF POEMt notorlicelCrishinherselftried  jeeksofromh dhe   her  houseegakHrere,  hem hoving n withour hSe reeslef  ant a  u o depressed.  \n# SIGNIFICANT POETIC DEVICES &THEIR SIGNIFICANCE\n\n(e.g.,metaphor/simile,figurative language,symbol,rhyme scheme,form,imagery,repetition,etc.)  \n\n| DEVICE/  \u003Cbr>TECHNIQUE   | EXAMPLE(S)with line\\#   | SIGNIFICANCE/EFFECT   |\n| --- | --- | --- |\n| Imgery   | (4)  \u003Cbr>green orage  \u003Cbr>bugs“  \u003Cbr>“Fearing   | fo desuribe、  \u003Cbr>rhe e is abou   \u003Cbr>eaer se  \u003Cbr>the selHhg  \u003Cbr>antsH picturenth    |\n| Sfruckue   | T-y”1623)  \u003Cbr>谗,23)  \u003Cbr>-m间、5、17,   | o过  \u003Cbr>endhwiso8G  \u003Cbr>fnenAs are overbp  \u003Cbr>how her  \u003Cbr>fułwre  \u003Cbr>Ho  \u003Cbr>Emphosi2ej  \u003Cbr>反   |\n| Igery    | cm aleh”  \u003Cbr>u cs o cil1    | her exstence.  \u003Cbr>Hhem wilh  \u003Cbr>wa t r  \u003Cbr>(as implied in line 1), and she doess  \u003Cbr>riem  \u003Cbr>She's  a ghos水   |\n\n# DESCRIPTION OF SPEAKER OF POEM\n\nThe spekerCikel R0se mal to loo  ighast  She's  prerent in the  i woion o   he aem f i ignored bp all other aranmn.SPEAKER’S ATTITUDE(S)TOWARD SUBJECT OF POEM(TONE)  \nT enoer s lal eel ler peopleshes call her henb、  \n# POSSIBLE THEME STATEMENTS\n\n1.eing ler ont y   gro p  of   people   you cnsider  your frenAs CAnmoke2.Home is wherethre heorf is,and no beng  able  o indya fpel dopesedin r  sterribehing  \n# MEMORABLE LINES\n\n(Lines that reinforce poetic devices,theme,concepts,etc.Include line number.)  \n1.。一o - morrow , and to - day , ' they cried ; I was ofyestecaay(23-24)2.“T se  uh e”  \n3.I shiveced L.amfoc+less n os n chill acs te abl-lo”25～26  \n# POEM TRIOS\n\n(Identify two poems from the set that would make agood trio with this poem and explain why.)  \n\n| TRIOA   | TRIO B   |\n| --- | --- |\n| Poem 1:  \u003Cbr>CyFn lerke   | Poem 1  \u003Cbr>HoualncpsP   |\n| Poem 2:  \u003Cbr>Despised & Rejed   | Poem 2:  \u003Cbr>Shut   |\n| Poem 3(this poem)   |  |\n| Connections/Similarities/Significance:;  \u003Cbr>eflfo be Nm  \u003Cbr>They are all rejec中   | bong ore  \u003Cbr>TNelalatesshbcancibovk   |\n\n# OUTSIDE ANALYSIS/LITERARY CRITICISM\n\n(Identify one outside resource online that provides further analysis/criticism.)  \nTitle of Article/Page:                                                                            'At Home'-Imagery, symbolism, r symbsm,athemes  \nAuthor/Source Name:                                   Cros re~i计.info  \nWeb Address/URL:sef-inf/textuidchris-seepcrosS                         Summary of Analysis (in your own woAr on   长symoolsmrerencem. It alsoprouiss     hough -prov0nfhme00gk a.  \nA-LEVEL ENGLISH LITERATURE POEM STUDY GUIDE  \n\n| TITLE OF POEM  \u003Cbr>A ChristmasCarol   |  |\n| --- | --- |\n| AUTHOR  \u003Cbr>Christina   os8etti   | YEAR  \u003Cbr>1871   |\n\n# SUMMARY/PARAPHRASE OF POEM\n\nSIGNIFICANT POETIC DEVICES &THEIR SIGNIFICANCE  \n(e.g.,metaphor/simile,figurative language,symbol,rhyme scheme,form,imagery,repetition,etc.)  \n\n| DEVICE/  \u003Cbr>TECHNIQUE   | EXAMPLE(S)with line\\#   | SIGNIFICANCE/EFFECT   |\n| --- | --- | --- |\n| allusion   | Imignty”  \u003Cbr>line lS  \u003Cbr>“lord God    | Christina Roseti was  \u003Cbr>very intouch with her  \u003Cbr>veligion   |\n| Simile   | Se”  \u003Cbr>lie  \u003Cbr>water likl   | Tne Winer Chilt has  \u003Cbr>froze the wa+er   |\n| netchbar  \u003Cbr>Si   | Stone“  \u003Cbr>ar a  \u003Cbr>Earh   | hapin  \u003Cbr>is s    \u003Cbr>due to the Weather and  \u003Cbr>The Cround is har d   |\n\n# DESCRIPTION OF SPEAKER OF POEM\n\nSPEAKER'S ATTITUDE(S)TOWARD SUBJECT OF POEM(TONE)sChsinaoisin ouchwith herReligion  \nPOSSIBLE THEME STATEMENTS1._                                                  Our God,Hearen cannot hold him”  \n2.                                                                                                                Wnat n  I v hin”  \n# MEMORABLE LINES\n\n(Lines that reinforce poetic devices,theme,concepts,etc.Include line number.)  \n1.“Yet what  / can   ","cbCailOOBux8Km65","https://ap.wps.com/l/cbCailOOBux8Km65","pdf",5686381,1,28,"English","en",105,"# Significant Poetic Devices & Their Significance\n## Device/Technique Tables with Line-Number Examples\n# Description of Speaker of Poem\n## Speaker’s Attitude and Tone\n# Possible Theme Statements\n# Memorable Lines\n# Poem Trios\n# Outside Analysis / Literary Criticism","[{\"question\":\"What parts of the guide are used to analyze a poem’s meaning and craft?\",\"answer\":\"The guide uses summary/paraphrase, speaker description and tone, possible theme statements, and a poetic-devices table with line-numbered examples and significance.\"},{\"question\":\"How does the guide connect poetic devices to interpretation?\",\"answer\":\"Each device/technique is paired with examples (including line numbers) and a significance/effect explanation to show how the language shapes meaning.\"},{\"question\":\"What is included to help students study beyond the poem text itself?\",\"answer\":\"The guide suggests outside analysis/literary criticism resources online and provides memorable lines and poem-trio connections for deeper comparison.\"}]","A-LEVEL ENGLISH LITERATURE POEM STUDY GUIDE | 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parts of the guide are used to analyze a poem’s meaning and craft?","Question",{"text":75,"@type":76},"The guide uses summary/paraphrase, speaker description and tone, possible theme statements, and a poetic-devices table with line-numbered examples and significance.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How does the guide connect poetic devices to interpretation?",{"text":80,"@type":76},"Each device/technique is paired with examples (including line numbers) and a significance/effect explanation to show how the language shapes meaning.",{"name":82,"@type":73,"acceptedAnswer":83},"What is included to help students study beyond the poem text itself?",{"text":84,"@type":76},"The guide suggests outside analysis/literary criticism resources online and provides memorable lines and poem-trio connections for deeper 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