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The document explains the purpose of studying poetry both formally in class and informally through written responses. It sets requirements for choosing poems from a provided list, writing at least one double-spaced typed page in MLA format, and constructing responses in the first person, including using specifics when discussing dislike.","Benton / AP Lit  \nPoetry Response Instructions  \nOften students cringe when they learn that a key focus of this course is poetry. As little kids, most of us loved poetry, reciting nursery rhymes and chanting goofy limericks. What happened? I don’t have the answer, but one of my goals this year will be to rekindle your enthusiasm for and appreciation of poetry. Poetry is neither some arcane secret-­‐society technical practice, nor is it a silly wad of marshmallow-­‐fluff emotions. It’s an expression of something uniquely … human.  \nLaurence Perrine suggests,“People have read poetry or listened to it or recited it because they liked it, because it gave them enjoyment. But this is not the whole answer. Poetry in all ages has been regarded as important, not simply as one of several alternative forms of amusement, as one person might choose bowling, another chess, and another poetry. Rather, it has been regarded as something central to existence, something having unique value to the fully realized life, something that we are better off for having and without which we are spiritually impoverished.”  \nJohn Ciardi writes,“Everyone who has an emotion and a language knows something about poetry. What he knows may not be much on an absolute scale, and it may not be organized within him in a useful way, but once he discovers the pleasure of poetry, he is likely to be surprised to discover how much he always knew without knowing he knew it. He may discover, somewhat as the character in the French play discovered to his amazement that he had been talking prose all his life, that he had been living poetry. Poetry, after all, is about life. Anyone who is alive and conscious must have some information about it.”  \nThis year we will approach poetry two ways. We will study some poems in class, learning about the tools and devices poets use in their craft, talking about what a poem means or how it can affect a reader, or seeking answers to questions we raised while reading or studying. We might call this our structured or formal study of poetry. But we will also study poetry informally through poetry responses.  \nYou will be asked to write a total of five poetry responses each six weeks. Please look closely at the class schedule to know when these responses are due (almost always on Mondays) . You should choose one poem from a list of poems I have given you for the grading period and write a response to that poem. These responses should be a minimum of one double-­‐spaced typed page. (Do it in MLA format; it’s a good habit.) Just place the response in the bin at the beginning of class on the due date.  \nWhat should you write in a poetry response? You may approach this assignment several ways. Sometimes students might write a very formal, stuffy analysis of the poem. They explain what is going onin the poem and relate what they think the theme is. Other students begin with the theme and elaborate on that, while some apply the poem to themselves by relating a personal experience. Occasionally a student will write a response on just one line from the poem. What you do with the response is up to you – as long as you say something and say it in first person. You’ve been banned from writing in first person for long enough; you’ve earned it back. Use it well. Do not spend time explaining how you could not understand the poem no matter how hard you tried. Naturally, I do not expect you to like all the poems, but if you dislike a poem because of its content or style, then support that with specifics.  \nAlthough you are only required to respond on paper to one poem each week, you should acquaint yourself with all the poems on the list. Read all the poems from the list every week. Read them at different times, in different places, and in different moods. You may notice how the poems will reveal themselves to you over the weeks.  \nAP English Literature First Six Weeks, 2013-­‐2014  \nPoems for Poetry Responses  \nBlackberries for Amelia  \nFringing the woods, t","cbCaionhbC75ohb8","https://ap.wps.com/l/cbCaionhbC75ohb8","pdf",165655,9,1,7,"English","en",105,"# Poetry in AP Lit\n## Structured study in class\n## Informal study through responses\n# Assignment requirements\n## Frequency and schedule\n## Poem selection and length\n## MLA format and submission\n# What to write in a poetry response\n## Formal analysis vs. personal connection\n## Using specific examples and first person\n## Reading all poems weekly","[{\"question\":\"How many poetry responses are required each six weeks?\",\"answer\":\"Students write a total of five poetry responses each six weeks.\"},{\"question\":\"When are the poetry responses usually due and how are they submitted?\",\"answer\":\"Responses are almost always due on Mondays and should be placed in the bin at the beginning of class on the due date.\"},{\"question\":\"What are the requirements for the response format and length?\",\"answer\":\"Each response must be at least one double-spaced typed page and written in MLA format.\"}]","Poetry Response Instructions - 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