Study Notes on Poem Analysis and Creative Writing Exercise

Opening Interaction

  • The speaker engages with the audience by asking if they have two words that describe their feelings about a poem.

  • The audience is prompted to share their words with a partner and discuss the reasons behind their choices.

Poem Analysis

  • The poem describes a man described as not a farmer living in a farmhouse.

  • Key inquiries arise from the poem:

    • Reasons behind the man's nervous departure.

    • His abrupt exit, indicated by the empty house and overgrown yard.

    • Question: What happened that caused him to leave so hastily?

  • The poet intentionally leaves key questions unanswered, requiring readers to develop their own theories regarding:

    • The man’s departure.

    • The state of the abandoned house.

  • Audience engagement is encouraged as individuals are asked to formulate their own theories about the abandonment of the house.

Theories Discussed

  • Various theories are proposed regarding the man’s departure:

    • Financial Struggles: It is suggested that money was scarce, evidenced by various elements around the house.

    • Occupational Suitability: The poem presents a contradiction where the man is not a farmer, despite living on a farm.

    • Family Circumstances: Discussion of the possible involvement of his wife and child, as shown by items left behind (e.g., toys, preserving jars).

    • Abandonment Motivations: Proposals about abandonment due to debt or harsh living conditions are introduced:

    • They might have been debtors forced to flee.

    • Possible domestic issues or a family tragedy (e.g., an accident or an abusive situation) contribute to the man's hasty exit.

    • The roles of various household items and their conditions symbolize deeper issues (e.g., broken dishes representing trauma or neglect).

Symbolism in the Poem

  • Words and images throughout the poem signify broader themes:

    • Brokenness: The repeated use of the word "broken" signifies a shattered family or home life.

    • Loneliness: The term "lonely" expresses the isolation experienced in rural settings.

    • Choked: The term could imply suffocation, hinting at overwhelming circumstances.

    • Color Significance: The colors associated with plums (reddish-purple) and tomatoes (red) illustrate emotional states or hardships experienced by the family.

The Importance of Interpretation

  • Discussion centers on the importance of leaving open-ended interpretations:

    • The reader’s personal reflections on the situation can lead to varied conclusions about abandonment’s causes.

    • The ambiguity about whether only the man left, while the family remained, underscores deeper issues at play, including familial dynamics.

Exercise Instructions for Students

  • The class shifts focus to creative writing instructions based on the poem:

    • Students are assigned to write a poem from the perspective of the house, incorporating elements of their interpretations:

    1. Onomatopoeia: Choose a sound that represents the house's experiences.

    2. Witness Testimony: Include what the house saw or heard during the abandonment.

    3. Simile: Formulate a comparative statement related to the events witnessed by the house.

  • Specific guidelines are provided for students, promoting clarity in poetry construction:

    • Example of an onomatopoeia followed by a simile:

    • "Crash. I heard dishes shatter on the floor like eggs from a nest."

  • Challenges with crafting effective similes are discussed, emphasizing the importance of accurate comparisons.

Conclusion of the Session

  • The session concludes with reminders about upcoming poetry tests and the importance of completing a solid draft based on classroom discussions.

  • Students are encouraged to incorporate personal theories into their creative writing, reflecting their understanding of the poem’s complexities.