Exercises “It’s literarature” pag. 24-26

N_2 pag.23

The poem have a regular pattern. It is arranged into 5 tercet and 1 quatrine.  

N_3 pag.24

No, it isn’t because the word are colloquial.

N_4 pag.24

I felt sad and I understand what the poet felt.

N_5 pag.24

Yes, I can. No, they aren’t.

N_6 pag.24

1. The rhyme scheme is ABA, and ABAA in the last stanza
2. Tercet and quatrain
3. I think she would be sad
4. The poetess talk with the reader
5. The poetess wants to say to the reader that is normal to lost something or someone
6. The poetess talks about losing something or someone

N_7 pag.24

Yes, they do.

N_8 pag. 24 

a/ stanza 5

b/ stanza 2

c/ stanza 1

d/ stanza 1

e/ stanza 4

f/ stanza 5

N_9 pag.25

1. Stanzas
2. Lines
3. Rhyme scheme
4. ‘you’
5. Loss
6. One
7. Disaster

N_10 pag.25

1. The language is informal.
2. Yes, I can.
3. Metaphor: the poem itself can be read as a metaphor: “one art” my suggest that the art of losing and the art of writing poems are one and the same. We refine our ability to lose things, making it an “art”

Enjambment: 2-3/ 4-5/ 8-9/ 11-12/ 16-17

Assonance: 1 the a / 8 the a

Alliteration and consonance: 2-3 s/m/th

N_11 pag.25

Repetitions: the art of losing isn’t hard to master, be lost/lost door keys/ I lost; no disaster/ bring disaster/ wasn’t a disaster; losing farther/ losing faster/ even losing you; and look!/ look like

Past tenses: you meant; I lost; loved houses went; I lost; I owned; it wasn’t; I shan’t have lied

Statements: the art of losing isn’t hard to master; their loss is no disaster; none of these will bring disaster; the art of losing’s not too hard to master

N_12 pag.26

1. Word referring to feeling and emotions: intent, loss, fluster, loved, lovely ones, I miss, joking, I love
2. Nouns describing or defining her losses: things, door keys, hour, places, names, mother’s watch, three houses, two cities, realms, two rivers, a continent, voice, a gesture

N_13 pag.26

1. Present
2. To be lost
3. “lose something”; “accept the fluster”; “practice losing”; “look!”; “write it!”
4. Affirmative

N_15 pag.26

Just considering the layout the reader may be curious to find the reason why the structure of the poem un 5 tercet and, in the end , she decide to deviate to the regular patter. It may be a sufficient reason to analyze a text.

An additional poetic device explain by the poetess is the carent use of the refrain that beside opening the poet ends stanza two and four. It goes without saying that the speaking voice wants to stick the refrain in the reader mind because it is the message she wants to be focus on.

A semantic analysis will easily bring the reader to reflect on the reason why the speaking voice as chose to use the verb loss instead of miss sufficient to say that words connected to the idea of losing occur 13 times thus representing the most meaningful semantic felled of the text.

To tell the truth, the reader, can only understand that the privilege register use in poet is irony because the overall meaning of the text comes to service clearly only in the last stanza which tells the intelligent reader that losing is not at all something easy, especially when it comes to loss someone you love.

Such meaning is highlight by the ironical expression “isn’t hard to master” that significantly rhymes with “disaster” and recall the comparative “vaster” in the 5 tercet.

What’s more the same intelligent reader will find the verb to miss at line 15 that brings to the conclusion the climatic effect of the first 5 tercet also adding the ironic flavor convay by the ending part of the line “ but it wasn’t a disaster”.

In addition the key position of the word disaster always at the end of the line unveil the real core of the text that is the poetess thinks that loss somebody you love is a very disaster.

Therefore, the suggestion she may be give to the reader is to be able to master the different forms of losses that human beings are subject to: if you learn to do that you become a master in losing in a way that’s skill may become an art.