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A Poet's Mind, Exercises II B
A Poet's Mind, Exercises II A
A Poet's Mind, "A Key for a Poet" (2)
A Poet's Mind, "A Key for a Poet" (1)
A Poet's Mind, Exercises D and E
![Exercises A. (People: the first simple step) In each poem, identify the pe ople and their circumstances, including the sp aker. Estimate whether their b havior is true t o life. (Tiles will usually be shortened in these exercises.) o. "Jimmy Poo", In which •stanza does a new person appear? In the third, when a hand "s eemedto whisper." l . "Wishes": Alix Cordesse, a five-year-old in Fran ce , asked me for a poem. What clues t o her age appear? 2 . Sarah and Claire were small girls with whom I walked in London's "Kenwood [Park]" witb their mother in the autumn of 1978. What apparently caused each poem? 3. "Muslim Boy": Id n f the speaker, with evidence. 4. "N gro Children": My titles ere often functional, expressing my purpose or subject. This one tells what? B. (Basic happening and idea) Decide what they are. Do not stru gle to state the idea exactly; even poets avoid that. ny id s clos ly mixed with feeling (a min ing essential to most poetry) escape tbe grasp of exactness. o. 11Discovery": What happening has caused what ides? A boy has heard bis father cry, so he knows giants cry. 1 . "Accident'': What line best expresses the main idea? 2. "Wishes": What two lines in stanza 1 form tbe only wish that is certain to come true?](https://cuny.manifoldapp.org/system/resource/f/a/a/faa98fc0-f36b-42ca-927b-d5c202f6f2f9/attachment/63555b6da5261c633570547d3dee5617.jpg)
A Poet's Mind Exercises A and B
A Poet's Mind, To the Teacher
A Poet's Mind, To the Student
General Editor's Note, Broadside Critics Series