FRQ 1: Analyzing Imagery and ToneRead the following poem by Emily Dickinson:
"I felt a Funeral, in my Brain" (full text provided in the exam).
How does Dickinson use imagery and tone to convey the speaker’s psychological experience? In your response, analyze specific lines and discuss how the poet’s choices enhance the reader’s understanding of the theme.
FRQ 2: Exploring Structure and FormRead the following poem by William Blake:
"The Tyger" (full text provided in the exam).
Discuss how Blake’s use of structure and form, including repetition and rhyme scheme, contributes to the meaning of the poem. How do these elements reflect the poet’s philosophical or thematic concerns?
FRQ 3: Figurative Language and SymbolismRead the following poem by Langston Hughes:
"Dreams" (full text provided in the exam).
Analyze Hughes’ use of figurative language and symbolism to explore the concept of hope. Consider how these devices contribute to the tone and theme of the poem.
FRQ 4: Comparing Poetic TechniquesCompare and contrast the use of imagery in Emily Dickinson’s poem "Hope is the thing with feathers" and Langston Hughes’ poem "Harlem."
How do the poets use imagery to communicate their perspectives on hope? How do their choices of diction and figurative language create distinct tones in each poem?
FRQ 5: Meter and Sound DevicesRead the following excerpt from a poem by William Blake.
Analyze how Blake’s use of meter and sound devices, such as alliteration and assonance, contributes to the musicality and mood of the poem. Discuss how these elements support the overall theme or message.
FRQ 6: Explication EssayChoose one of the following poems (provided in the exam):
"I felt a Funeral, in my Brain" (full text provided in the exam).
How does Dickinson use imagery and tone to convey the speaker’s psychological experience? In your response, analyze specific lines and discuss how the poet’s choices enhance the reader’s understanding of the theme.
FRQ 2: Exploring Structure and FormRead the following poem by William Blake:
"The Tyger" (full text provided in the exam).
Discuss how Blake’s use of structure and form, including repetition and rhyme scheme, contributes to the meaning of the poem. How do these elements reflect the poet’s philosophical or thematic concerns?
FRQ 3: Figurative Language and SymbolismRead the following poem by Langston Hughes:
"Dreams" (full text provided in the exam).
Analyze Hughes’ use of figurative language and symbolism to explore the concept of hope. Consider how these devices contribute to the tone and theme of the poem.
FRQ 4: Comparing Poetic TechniquesCompare and contrast the use of imagery in Emily Dickinson’s poem "Hope is the thing with feathers" and Langston Hughes’ poem "Harlem."
How do the poets use imagery to communicate their perspectives on hope? How do their choices of diction and figurative language create distinct tones in each poem?
FRQ 5: Meter and Sound DevicesRead the following excerpt from a poem by William Blake.
Analyze how Blake’s use of meter and sound devices, such as alliteration and assonance, contributes to the musicality and mood of the poem. Discuss how these elements support the overall theme or message.
FRQ 6: Explication EssayChoose one of the following poems (provided in the exam):
- Emily Dickinson: "Because I could not stop for Death"
- William Blake: "London"
- Langston Hughes: "The Negro Speaks of Rivers"