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Delight in Disorder

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irina:
Presentation topic for 27th batch

Delight in Disorder
By: Robert Herrick

A sweet disorder in the dress
Kindles in clothes a wantonness;
A lawn about the shoulders thrown
Into a fine distraction;
An erring lace, which here and there
Enthralls the crimson stomacher;
A cuff neglectful, and thereby
Ribbons to flow confusedly;
A winning wave, deserving note,
In the tempestuous petticoat;
A careless shoe-string, in whose tie
I see a wild civility;--
Do more bewitch me, than when art
Is too precise in every part.

Poetry is a compact language that expresses complex feelings. To understand the multiple meanings of a poem, readers must examine its words and phrasing from the perspectives of rhythm, sound, images, obvious meaning, and implied meaning. Readers then need to organize responses to the verse into a logical, point-by-point explanation. A good beginning involves asking questions that apply to most poetry.

irina:
The Context of the Poem
Clear answers to the following questions can help establish the context of a poem and form the foundation of understanding:
-Who wrote the poem? Does the poet's life suggest any special point of view, such as a political affiliation, religious sect, career interest, musical talent, family or personal problems, travel?
-When was the poem written and in what country? Knowing something about the poet's life, time and culture helps readers understand what's in a poem and why.

irina:
The Style
 Readers should apply definitions  to determine that describes the poem's length and style:
1.Is it an epic, a long poem about a great person or national hero?
2.Is it a lyric, a short, musical verse?
3.Is it a narrative, a poem that tells a story?
4.Is it a haiku, an intense, lyrical three-line verse of seventeen syllables?
5.Is it confessional? For example, does it examine personal memories and experiences?

The Title
1.Is the title's meaning obvious?
2.Does it imply multiple possibilities?   
3.Is there an obvious antithesis, as with Robert Frost's "Fire and Ice"?
4.Is there any historical significance to the title? 

irina:
Repetition
Readers should read through a poem several times, at least once aloud. If it is a long poem, readers should concentrate on key passages and look for repetition of specific words, phrases, or verses in the poem.
 
If readers note repetition in the poem, they should decide why certain information seems to deserve the repetition. (Stopping by Woods on a Snowy Evening by Robert Frost).
The Opening and Closing Lines
-Does the poet place significant information or emotion in these places?
-Does the poet intend to leave a lasting impression by closing with a particular thought?
The Passage of Time
Can readers pin down a time frame? What details specify time?
-Does the poet name a particular month or season.
-Is there a clear passage of time?
The Speaker
Who is the speaker? Is the person male or female?
-Does the voice speak in the first person (I, me, my, mine)?
-Does the speaker talk directly to a second person?
-Is the voice meant to be universal?

irina:
The Mood and Tone
-What is the mood of the poem? Is it cheerful or jolly like limericks? Is it mysterious, provocative, zany, ominous, festive, fearful, or brooding? Does the mood change within the body of the work? Why does the mood shift? Where does the shift begin?
-What is the poet's tone? Is it satiric, serious, mock serious, playful, somber, brash, or teasingly humorous?

Themes
Locating and identifying theme is crucial to understanding dominant ideas. Theme is the poem's essence.
-Is the subject about youth, loss, renewal, patriotism, nature, love? Are there several themes? How do these themes relate to each other?
-Is the poet merely teasing or entertaining or trying to teach a lesson?
-Does the poet emphasize the theme by means of onomatopoeia, personification, or controlling images?

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