Topic outline

  • Welcome Note

    "Poetry is the art of uniting pleasure with truth, by calling imagination to the help of reason."

    - Samuel Johnson



    Dear Students,

    Assalamu Alaikum (Peace be upon you all)!

    Welcome to the course “ENG121: Introduction to Poetry”! This is Shahrina Afrin Siddique, your course teacher. I am looking forward to having an amazing semester with you all.

    As you start this academic semester, take advantage of the many materials available here to help you achieve your full potential. I encourage you to get involve, engage and participate inside and outside the classroom. Also, please feel free to contact me with any questions, thoughts, and even concerns.

    Let’s have a great semester together!


    With regards, 

    Shahrina Afrin Siddique

    Lecturer, Department of English

    Daffodil International University.

    Contact: Teachers’ lounge: AB4-1201

    Phone: 01738-753322

    E-mail: shahrina.eng@diu.edu.bd


  • Lesson-01

    Introduction to the Course

    Lesson Objectives:

    1. To introduce the course objectives and learning outcomes
    2. To explain the marks distribution, assessment, and evaluation plan
    3. To give general guidelines

    Lesson Outcome:

    1. Learners will have a clear idea of what the course is about
    2. It will help learners set a study goal and also to develop a personalized study plan


  • Lesson-02

    What is Poetry?

    Lesson Objectives:

    1. To familiarize students with the concept of poetry as a literary genre of art

    Lesson Outcome:

    After finishing the lesson the learners will

    1. Understand and appreciate poetry as a literary art form
    2. Develop critical thinking skills


  • Lesson-03

    Words, Meaning, and Literary Devices

    Lesson Objectives:

    • To familiarize students with how poets use words to create meaning

    Lesson Outcome:

    After finishing the lesson the learners will

    • Understand and appreciate how poets establish meaning through  words
    • Recognize different types of literary devices, and how they impact and adorn the meaning of a poem
    • Develop critical thinking skills




  • Lesson-04

    Sound, Rhythm, and Forms

    Lesson Objectives:

    • To familiarize students with how poetry uses sound, rhythm, and forms

    Lesson Outcome:

    After finishing the lesson the learners will

    • Understand and appreciate how sound, rhythm and, form impacts a poem
    • Recognize different types of sound, rhythm and, forms

  • Lesson-05

    English Literary Ages and Poetry: History and Characteristics

    Lesson Objectives:

    • To introduce different English literary ages
    • To familiarize learners with the Western literary history for the production of great poetry

    Lesson Outcome:

    After finishing the lesson the learners will

    • Understand the impacts of different English literary periods
    • Appreciate the quality, rhetorical genius, emotional complexity, depth, and variety of the poetry from the different English ages
    • Get to know the age of famous poets like Geoffrey Chaucer, William Shakespeare, John Donne, John Milton etc.
    • Develop critical thinking skills

  • Lesson-06

    Sonnet 18: Shall I compare thee to a summer’s day?

    BY WILLIAM SHAKESPEARE

    Shall I compare thee to a summer’s day?
    Thou art more lovely and more temperate:
    Rough winds do shake the darling buds of May,
    And summer’s lease hath all too short a date;
    Sometime too hot the eye of heaven shines,
    And often is his gold complexion dimm'd;
    And every fair from fair sometime declines,
    By chance or nature’s changing course untrimm'd;
    But thy eternal summer shall not fade,
    Nor lose possession of that fair thou ow’st;
    Nor shall death brag thou wander’st in his shade,
    When in eternal lines to time thou grow’st:
       So long as men can breathe or eyes can see,
       So long lives this, and this gives life to thee.

    Lesson Objectives:

    • Close reading of  William Shakespeare’s “Shall I Compare Thee to a summer’s Day?”

    Lesson Outcome:

    After finishing the lesson the learners will

    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills

  • Lesson-07

    Critical appreciation of "Shall I compare thee to a summer’s day?"

    Lesson Objectives:

    • To critically read William Shakespeare’s “Shall I Compare Thee to a summer’s Day?”

    Lesson Outcome:

    After finishing the lesson the learners will

    • Appreciate the poem as a literary piece of art
    • Comprehend and examine its merits and defects; and pronounce a verdict upon it
    • Develop critical thinking skills through their own interpretation of the poem



  • Lesson-08

    Sonnet 130: My mistress' eyes are nothing like the sun

    BY WILLIAM SHAKESPEARE

    My mistress' eyes are nothing like the sun;
    Coral is far more red than her lips' red;
    If snow be white, why then her breasts are dun;
    If hairs be wires, black wires grow on her head.
    I have seen roses damasked, red and white,
    But no such roses see I in her cheeks;
    And in some perfumes is there more delight
    Than in the breath that from my mistress reeks.
    I love to hear her speak, yet well I know
    That music hath a far more pleasing sound;
    I grant I never saw a goddess go;
    My mistress, when she walks, treads on the ground.
       And yet, by heaven, I think my love as rare
       As any she belied with false compare.

    Lesson Objectives:

    • Close reading of  William Shakespeare’s “My mistress' eyes are nothing like the sun”

    Lesson Outcome:

    After finishing the lesson the learners will

    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills

  • This topic

    ASSIGNMENT [5 marks]


    ***DEADLINE: 31 AUGUST 2022 

  • Lesson-09

    The Sun Rising

    BY JOHN DONNE

                   Busy old fool, unruly sun,            
                   Why dost thou thus,
    Through windows, and through curtains call on us?
    Must to thy motions lovers' seasons run?
                   Saucy pedantic wretch, go chide
                   Late school boys and sour prentices,
             Go tell court huntsmen that the king will ride,
             Call country ants to harvest offices,
    Love, all alike, no season knows nor clime,
    Nor hours, days, months, which are the rags of time.
                   Thy beams, so reverend and strong
                   Why shouldst thou think?
    I could eclipse and cloud them with a wink,
    But that I would not lose her sight so long;
                   If her eyes have not blinded thine,
                   Look, and tomorrow late, tell me,
             Whether both th' Indias of spice and mine
             Be where thou leftst them, or lie here with me.
    Ask for those kings whom thou saw'st yesterday,
    And thou shalt hear, All here in one bed lay.
                   She's all states, and all princes, I,
                   Nothing else is.
    Princes do but play us; compared to this,
    All honor's mimic, all wealth alchemy.
                   Thou, sun, art half as happy as we,
                   In that the world's contracted thus.
             Thine age asks ease, and since thy duties be
             To warm the world, that's done in warming us.
    Shine here to us, and thou art everywhere;
    This bed thy center is, these walls, thy sphere.

    Lesson Objectives:
    • Close reading of  John Donne’s “The Rising Sun”
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills


  • Lesson-10

    To His Coy Mistress 

    BY ANDREW MARVELL

    Had we but world enough and time,
    This coyness, lady, were no crime.
    We would sit down, and think which way
    To walk, and pass our long love’s day.
    Thou by the Indian Ganges’ side
    Shouldst rubies find; I by the tide
    Of Humber would complain. I would
    Love you ten years before the flood,
    And you should, if you please, refuse
    Till the conversion of the Jews.
    My vegetable love should grow
    Vaster than empires and more slow;
    An hundred years should go to praise
    Thine eyes, and on thy forehead gaze;
    Two hundred to adore each breast,
    But thirty thousand to the rest;
    An age at least to every part,
    And the last age should show your heart.
    For, lady, you deserve this state,
    Nor would I love at lower rate.
           But at my back I always hear
    Time’s wingèd chariot hurrying near;
    And yonder all before us lie
    Deserts of vast eternity.
    Thy beauty shall no more be found;
    Nor, in thy marble vault, shall sound
    My echoing song; then worms shall try
    That long-preserved virginity,
    And your quaint honour turn to dust,
    And into ashes all my lust;
    The grave’s a fine and private place,
    But none, I think, do there embrace.
           Now therefore, while the youthful hue
    Sits on thy skin like morning dew,
    And while thy willing soul transpires
    At every pore with instant fires,
    Now let us sport us while we may,
    And now, like amorous birds of prey,
    Rather at once our time devour
    Than languish in his slow-chapped power.
    Let us roll all our strength and all
    Our sweetness up into one ball,
    And tear our pleasures with rough strife
    Through the iron gates of life:
    Thus, though we cannot make our sun
    Stand still, yet we will make him run.
    Lesson Objectives:
    • Close reading of  To His Coy Mistress
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills

  • Lesson-11

    I Wandered Lonely as a Cloud 

    BY WILLIAM WORDSWORTH


    I wandered lonely as a cloud
    That floats on high o'er vales and hills,
    When all at once I saw a crowd,
    A host, of golden daffodils;
    Beside the lake, beneath the trees,
    Fluttering and dancing in the breeze.

    Continuous as the stars that shine
    And twinkle on the milky way,
    They stretched in never-ending line
    Along the margin of a bay:
    Ten thousand saw I at a glance,
    Tossing their heads in sprightly dance.

    The waves beside them danced; but they
    Out-did the sparkling waves in glee:
    A poet could not but be gay,
    In such a jocund company:
    I gazed—and gazed—but little thought
    What wealth the show to me had brought:

    For oft, when on my couch I lie
    In vacant or in pensive mood,
    They flash upon that inward eye
    Which is the bliss of solitude;
    And then my heart with pleasure fills,
    And dances with the daffodils.

    Lesson Objectives:
    • Close reading of I Wandered Lonely as a Cloud
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills


  • Lesson-12

    Ozymandias 


    BY PERCY BYSSHE SHELLEY

    I met a traveller from an antique land,
    Who said—“Two vast and trunkless legs of stone
    Stand in the desert. . . . Near them, on the sand,
    Half sunk a shattered visage lies, whose frown,
    And wrinkled lip, and sneer of cold command,
    Tell that its sculptor well those passions read
    Which yet survive, stamped on these lifeless things,
    The hand that mocked them, and the heart that fed;
    And on the pedestal, these words appear:
    My name is Ozymandias, King of Kings;
    Look on my Works, ye Mighty, and despair!
    Nothing beside remains. Round the decay
    Of that colossal Wreck, boundless and bare
    The lone and level sands stretch far away.”
    Lesson Objectives:
    • Close reading of Ozymandias
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills


  • Lesson 13

    Stopping by Woods on a Snowy Evening

    BY ROBERT FROST

    Whose woods these are I think I know.   
    His house is in the village though;   
    He will not see me stopping here   
    To watch his woods fill up with snow.   

    My little horse must think it queer   
    To stop without a farmhouse near   
    Between the woods and frozen lake   
    The darkest evening of the year.   

    He gives his harness bells a shake   
    To ask if there is some mistake.   
    The only other sound’s the sweep   
    Of easy wind and downy flake.   

    The woods are lovely, dark and deep,   
    But I have promises to keep,   
    And miles to go before I sleep,   
    And miles to go before I sleep.

    Lesson Objectives:
    • Close reading of Ozymandias
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills



  • Lesson 14

    My Last Duchess 

    BY ROBERT BROWNING

    FERRARA

    That’s my last Duchess painted on the wall,
    Looking as if she were alive. I call
    That piece a wonder, now; Fra Pandolf’s hands
    Worked busily a day, and there she stands.
    Will’t please you sit and look at her? I said
    “Fra Pandolf” by design, for never read
    Strangers like you that pictured countenance,
    The depth and passion of its earnest glance,
    But to myself they turned (since none puts by
    The curtain I have drawn for you, but I)
    And seemed as they would ask me, if they durst,
    How such a glance came there; so, not the first
    Are you to turn and ask thus. Sir, ’twas not
    Her husband’s presence only, called that spot
    Of joy into the Duchess’ cheek; perhaps
    Fra Pandolf chanced to say, “Her mantle laps
    Over my lady’s wrist too much,” or “Paint
    Must never hope to reproduce the faint
    Half-flush that dies along her throat.” Such stuff
    Was courtesy, she thought, and cause enough
    For calling up that spot of joy. She had
    A heart—how shall I say?— too soon made glad,
    Too easily impressed; she liked whate’er
    She looked on, and her looks went everywhere.
    Sir, ’twas all one! My favour at her breast,
    The dropping of the daylight in the West,
    The bough of cherries some officious fool
    Broke in the orchard for her, the white mule
    She rode with round the terrace—all and each
    Would draw from her alike the approving speech,
    Or blush, at least. She thanked men—good! but thanked
    Somehow—I know not how—as if she ranked
    My gift of a nine-hundred-years-old name
    With anybody’s gift. Who’d stoop to blame
    This sort of trifling? Even had you skill
    In speech—which I have not—to make your will
    Quite clear to such an one, and say, “Just this
    Or that in you disgusts me; here you miss,
    Or there exceed the mark”—and if she let
    Herself be lessoned so, nor plainly set
    Her wits to yours, forsooth, and made excuse—
    E’en then would be some stooping; and I choose
    Never to stoop. Oh, sir, she smiled, no doubt,
    Whene’er I passed her; but who passed without
    Much the same smile? This grew; I gave commands;
    Then all smiles stopped together. There she stands
    As if alive. Will’t please you rise? We’ll meet
    The company below, then. I repeat,
    The Count your master’s known munificence
    Is ample warrant that no just pretense
    Of mine for dowry will be disallowed;
    Though his fair daughter’s self, as I avowed
    At starting, is my object. Nay, we’ll go
    Together down, sir. Notice Neptune, though,
    Taming a sea-horse, thought a rarity,
    Which Claus of Innsbruck cast in bronze for me!

    Lesson Objectives:
    • Close reading of the poem
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills

  • Lesson 15

    Ulysses

    Alfred, Lord Tennyson


    It little profits that an idle king, 

    By this still hearth, among these barren crags, 

    Match’d with an aged wife, I mete and dole 

    Unequal laws unto a savage race, 

    That hoard, and sleep, and feed, and know not me. 


    I cannot rest from travel: I will drink 

    Life to the lees: All times I have enjoy’d 

    Greatly, have suffer’d greatly, both with those 

    That loved me, and alone, on shore, and when 

    Thro’ scudding drifts the rainy Hyades 

    Vext the dim sea: I am become a name; 

    For always roaming with a hungry heart 

    Much have I seen and known; cities of men 

    And manners, climates, councils, governments, 

    Myself not least, but honour’d of them all; 

    And drunk delight of battle with my peers, 

    Far on the ringing plains of windy Troy. 

    I am a part of all that I have met; 

    Yet all experience is an arch wherethro’ 

    Gleams that untravell’d world whose margin fades 

    For ever and forever when I move. 

    How dull it is to pause, to make an end, 

    To rust unburnish’d, not to shine in use! 

    As tho’ to breathe were life! Life piled on life 

    Were all too little, and of one to me 

    Little remains: but every hour is saved 

    From that eternal silence, something more, 

    A bringer of new things; and vile it were 

    For some three suns to store and hoard myself, 

    And this gray spirit yearning in desire 

    To follow knowledge like a sinking star, 

    Beyond the utmost bound of human thought. 


       This is my son, mine own Telemachus, 

    To whom I leave the sceptre and the isle,— 

    Well-loved of me, discerning to fulfil 

    This labour, by slow prudence to make mild 

    A rugged people, and thro’ soft degrees 

    Subdue them to the useful and the good. 

    Most blameless is he, centred in the sphere 

    Of common duties, decent not to fail 

    In offices of tenderness, and pay 

    Meet adoration to my household gods, 

    When I am gone. He works his work, I mine. 


       There lies the port; the vessel puffs her sail: 

    There gloom the dark, broad seas. My mariners, 

    Souls that have toil’d, and wrought, and thought with me— 

    That ever with a frolic welcome took 

    The thunder and the sunshine, and opposed 

    Free hearts, free foreheads—you and I are old; 

    Old age hath yet his honour and his toil; 

    Death closes all: but something ere the end, 

    Some work of noble note, may yet be done, 

    Not unbecoming men that strove with Gods. 

    The lights begin to twinkle from the rocks: 

    The long day wanes: the slow moon climbs: the deep 

    Moans round with many voices. Come, my friends, 

    ’Tis not too late to seek a newer world. 

    Push off, and sitting well in order smite 

    The sounding furrows; for my purpose holds 

    To sail beyond the sunset, and the baths 

    Of all the western stars, until I die. 

    It may be that the gulfs will wash us down: 

    It may be we shall touch the Happy Isles, 

    And see the great Achilles, whom we knew. 

    Tho’ much is taken, much abides; and tho’ 

    We are not now that strength which in old days 

    Moved earth and heaven, that which we are, we are; 

    One equal temper of heroic hearts, 

    Made weak by time and fate, but strong in will 

    To strive, to seek, to find, and not to yield.

    Lesson Objectives:

    • Close reading of the poem
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills

  • Lesson 16

    On First Looking into Chapman's Homer

    BY JOHN KEATS

    Much have I travell'd in the realms of gold,
    And many goodly states and kingdoms seen;
    Round many western islands have I been
    Which bards in fealty to Apollo hold.
    Oft of one wide expanse had I been told
    That deep-brow'd Homer ruled as his demesne;
    Yet did I never breathe its pure serene
    Till I heard Chapman speak out loud and bold:
    Then felt I like some watcher of the skies
    When a new planet swims into his ken;
    Or like stout Cortez when with eagle eyes
    He star'd at the Pacific—and all his men
    Look'd at each other with a wild surmise—
    Silent, upon a peak in Darien.

    Lesson Objectives:

    • Close reading of the poem
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills

    Reading the text:


    Romantic poetry POV:


    An analysis:



  • Lesson 17

    Wild nights - Wild nights!

    BY EMILY DICKINSON

    Wild nights - Wild nights!
    Were I with thee
    Wild nights should be
    Our luxury!

    Futile - the winds -
    To a Heart in port -
    Done with the Compass -
    Done with the Chart!

    Rowing in Eden -
    Ah - the Sea!
    Might I but moor - tonight -
    In thee!

    Lesson Objectives:

    • Close reading of the poem
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills


    Line by line analysis:


  • Lesson 18

    Richard Cory

    BY EDWIN ARLINGTON ROBINSON

    Whenever Richard Cory went down town,
    We people on the pavement looked at him:
    He was a gentleman from sole to crown,
    Clean favored, and imperially slim.

    And he was always quietly arrayed,
    And he was always human when he talked;
    But still he fluttered pulses when he said,
    "Good-morning," and he glittered when he walked.

    And he was rich—yes, richer than a king—
    And admirably schooled in every grace:
    In fine, we thought that he was everything
    To make us wish that we were in his place.

    So on we worked, and waited for the light,
    And went without the meat, and cursed the bread;
    And Richard Cory, one calm summer night,
    Went home and put a bullet through his head.


    Lesson Objectives:

    • Close reading of the poem
    Lesson Outcome:
    After finishing the lesson the learners will
    • Observe general meaning and details about the text
    • Recognize different types of literary devices, and how they impact and adorn the meaning of this poem
    • Develop critical thinking skills


    A short discussion: