Dual Enrollment Students Write and Analyze Poetry
Dr. Nicholson’s Composition & Literature students examine poetry from the inside out as poets and literary critics.
Poetry can be tough for students (or anyone!) to understand. Every student learns basic poetry knowledge throughout elementary and secondary school, but once entering the elevated realms of college-level work, analyzing poems from around the world and throughout history is a tall task.
Juniors in Dr. Nicholson’s Dual Enrollment Composition & Literature classes tackle tough poetry all semester long. For a final project, they bravely write their own poetry, then — using the knowledge base they’ve nurtured throughout the year — offer in-depth analysis of their own work.
Here are just a few examples:
An Ode to Summer
by Olive Green
Oh Summer time, how great you feel,
A time of rest and days to heal
Gone are due dates and alarms
The classroom vibe has lost its charm
The temperature rises and the days grow long
The desert loves this heat so strong
From deep underground the tortoise will wake
Right next to the mighty rattlesnake
Before the sun rises and hits the desert floor
There is a moment of time that I always adore
The birds awaken with a beautiful song
It is clear that everything is supposed to belong
We sleep in daily and stay up late
In the warm summer nights, with nothing on our plates
As our heartbeats slow the heat subsides
We gaze at the stars feeling fully satisfied
In the peak of the summer when our pool grows small
We pile in the car in search of any water at all
Hours we will drive to a river or lake
Just to chill by the shore and take a much needed break
With our fans on high and not much to do
Our mind become inspired with thoughts to pursue
There are recipes to try and books to read
This creative time is important indeed
As August rolls in, the pressure will build
We rested, regrouped and we now feel fulfilled
We shop for supplies to prepare for the year
As our first day of school grows near
Oh Summer time, how great you feel,
A time of rest, and days to heal
As you come to an end we savor every last day
We are ready now, to start on our way
Analysis from the author: I wrote about the feel of living in the desert and experiencing the summer months, using an irregular ode form, with an AABB rhyme scheme and eight stanzas to show different phases of summer. The tone of the poem is showcased by my love for this time of the year, and my life here in the desert. I demonstrated this with imagery of our beautiful landscape, and told a story of different stages using figurative language.
The beginning of my poem starts with being released from school, and the anticipation that goes along with turning in our books and not having to set an alarm the night before. I incorporate imagery by describing how the desert loves the summer. The animals begin to awaken, and everything comes alive as the heat takes over. The main body verses are explaining the ways the desert thrives during this time of year and how everyone gets time to rest. I wanted to emphasize that this is our time to heal and rest, and the heat of summer makes us do so.
The poem ends abruptly, and does not emphasize the sorrows that go along with this. My intention is for the main idea of the poem to be the joy of summer itself.
Friends with Benefits
by Kaylie Murphy
Can your love be paused off from sight,
No matter what you call it, right?
You even deny the word, scared of rejection,
Protection’s what’s really happening, in reflection.
You gave yourself away, what will he do?
Stay or leave, it’s all up to you.
You love him but can’t say it proud,
You’re introduced as a friend, when in a crowd.
A friend, that’s really all it is,
Was this what you imagined before the first kiss?
Hopes of being swept off your feet,
He can sleep with your friend, and he’s not even a cheat.
Love dwells deeply within your heart,
Are you truly close or just worlds apart?
Is he there for benefits and that’s all he wants,
Dreams of a relationship, but nothing more than taunts.
Love is real and cannot be walled,
Whether you’re a friend, or whatever called.
This is not your destiny, you’re called to something higher,
Commitments, promises, and rings are what you should require.
Analysis from the author: The poem “Friends With Benefits” is about a relationship that is not clearly defined. The writer is in love with someone who they refer to as a friend. The writer is scared of rejection and is protecting themselves by not revealing their true feelings. The relationship is not exclusive, and the writer is worried that their love interest may be interested in other people and may even be sleeping with them as well. The writer also questions whether the two are truly close or really just worlds apart. The poem concludes with the writer realizing that they deserve something more than just a friendship and they should have higher standards and require something more like commitments, promises, even rings.
The diction of the poem is simple and direct, with usage of everyday language to better convey and understand complex emotions and ideas. The usage of everyday language also sort of makes it known that this is something happening more frequently in present times than it has in the past because more and more relationships are starting as or may not get past the friends with benefits stage.
The poem uses figurative language to further convey the initial message. For example, the line “Love dwells deeply within your heart” uses personification to give love a human quality and emphasize its importance to the writer. Also the line “This is not your destiny, you’re called to something higher” uses metaphor to suggest that the writer’s relationship is not fulfilling its potential and that they are capable of more.
Sweet Peach
by Kiana Jones
I have to take a bite
Delicious sweet, fresh-grown peach
These desires consume me, but I must fight
Stealing its fruit, what a pitiful sight
Towards the fruit-bearing tree I reach
I have to take a bite
I know the trees abundance will be alright
I’ll return for more, much like a leech
These desires consume me, but I must fight
Its sweetness is such a delight
These actions of greed I will not teach
I have to take a bite
The thoughts of another consume my night
In my dreams I’m at peace at the beach
These desires consume me, but I must fight
The fruit glistens in daylight
I must ignore my inner speech
I have to take bite
These desires consume me, but I must fight
Analysis from the author: I used closed form for my poem and constructed it as a traditional villanelle poem. A villanelle consists of 19 lines broken up into 5 stanzas of 3 lines, then a final stanza with four lines (quatrain). The repetition of certain lines places certain emphasis on lines throughout the poem.
The peach is a symbol of a person, thing, or feeling that can become addictive. The peach is described as sweet and rich in flavor which are very favorable qualities. An obsessive relation can be formed with anything, whether it be a favorite color or in extreme cases, a drug. In the poem, the narrator has an everlasting craving for the fruit (feeling, person, drug) and keeps going back for more, not thinking of the consequences and long term effects. The narrator completely disregards that they are using the peach tree for their own resources and not thinking about how they are stripping all the once plentiful fruit one by one. This represents how obsession causes someone to forget about everything else that’s not the one thing the person wants. The diction of words such as “desires,” “abundance,” and “leech” relate to ideas of greed and wanting.
Rich Man’s Destruction
by Peyton Chandler
The earth holds its beauty
The heavens glow with grace
The hells burn with pride
The beauty of it all, intricate as lace
The oceans clash
Yet still moving in harmony
The majesty destroyed by a rich man’s cash
Creatures killed for the sake of a company
The trees sway, holding arms
Fresh air wafts from the leaves
A rumble, a cut, a bulldozers alarms
“New homes” the biggest thieves
The earth cries in pain
Ice melting, habitats dying
The rich man’s production in vain
“Minimal damage”, the man is lying
The earth holds is beauty
The heavens glow with grace
The hells burn with pride
The beauty of it all, intricate as lace
Analysis from the author: Overall, this is a rhymed poem with pastoral elements. I used quatrain stanzas, with a total of 5 stanzas and 20 lines. The stanzas were all consistent. The purpose of this form was to show the reader 2 lines of beauty and harmony and 2 lines of destruction and pollution, then repeating again. It puts it into perspective and helps put the reader in a position to see what the poem is trying to convey. I did not use end-stopped lines or enjambment in this poem. I did not use a consistent form of meter. Each stanza however has pentameter in it as the only consistency. The effect of this meter was so these things fit in a certain amount of syllables and how much emotion could be conveyed in that. Where I didn’t use meters, I avoided dissonance by making sure things were clear and well stated and so that there were other consistencies. I used rhyme consistently throughout this poem.
I used visual imagery in describing nature and how it moves, also using kinetic imagery. I also used audible imagery to describe deforestation. I used some sensory elements to help the reader visualize and hear what the poem is describing, almost as if it is playing on a movie screen for them. My goal was for the reader to actually see and hear the poem.
7th May 2022
by Dominic Giunta
Light drains from my body, heart tightly coiled,
Dreams come alive, in the night’s turmoil.
Darkness draws near, as shadows gently sway
The night’s cruel mark, forever here to stay
In a room abuzz, with cheers and delight,
Stepping off the stage, hearts shining so bright.
Now midst the crowd, center of attention,
A joyful day takes a twist, suspension.
Uncontrollable tremors, fierce and wild,
Emotions rise, so unruly and riled.
Pale complexion, fallen, weak, and so frail,
Wondering if this marks the final breath.
Within my eyes, the world turns upside down,
Tears cascading, its water made me drown.
Walking moments in somebody else’s shoes
Never had something quite so grave to lose
Repetitions of cries haunt, chilling chime,
Each crushing shake stealing precious time.
Seconds stretch to eternities, I wait,
A witness bound to this unforeseen fate.
Shadows take over, my heart was pounding.
Their fallen form, a sight I loathed, profound.
While I sit stories of myself unfold
Standing by the fall, grasping pain once told
Analysis from the author: “7th May 2022” is a lyric poem that explores the emotional rollercoaster of my sister’s college graduation. To properly allow my audience to understand the feelings undergone, I chose a form that traditionally explores and expresses the emotions of the narrator.
Sensory language plays a significant role in the poem, engaging the reader’s senses and allowing them to feel like they were in the moment, feeling the stress and pressure of the shocking night. By using the phrase “light drains from my body,” I aim to symbolize the feeling of happiness and excitement leaving my body while hinting at a sense of darkness and emotion taking over. Tactile imagery is present in the line “heart tightly coiled,” allowing the reader to feel the inner tension and anxiety that made me feel absolutely useless in a moment that I could not control.
The choice of sensory imagery aimed to allow others to feel immersed and fully understand the emotional impact of the poem The impact of the experiences is portrayed through metaphors and symbolic imagery. For example, the night’s mark that is “forever here to stay” serves as a representation of an event or trauma that has left an impression on my memories that will never be forgotten.
Analysis from the author: This poem’s form is Concrete Pastoral, meaning that it is about nature and is in the shape of something, which I chose to use a flower. The purpose of me making it concrete was to challenge myself, help the reader imagine the flowers, and have fun. I chose the AABBCC rhyme scheme because it was simple and sweet and gave me the feeling of being at peace. I used many instances of assonance and alliteration to describe the setting and help the reader connect to what was being described and visualize it (ie lines 2,3,4).
This poem has enjambment because of the gaps between the words on the lines. The last 2 lines act as a couplet in a way because it is a conclusion to what I wanted to say and it concludes the art I made. Instead of using a meter, I opted to use giant gaps to break up the poem and make a flower. Using no meter and embracing the chaos created by no meter is kind of like a symbol of nature — it is unpredictable.
I really enjoyed using something more open verse and the use of concrete because it gave me the freedom to do what I wanted, but also limited what I could write in order to make an image.
Metamorphosis
by Victoria Gumataotao
You’re the sun ascending a beacon of hope, illuminating the earth with a golden scope
You’re the warm sun glistening on skin in the summer
You’re the enthusiasm behind my approach
You’re my painting in full color
You’re the warm sun glistening on skin in the summer
The moonlight dancing on a wave, with symphony a sound, a sight to crave
You’re my painting in full color
The only reason all of the children behave
The moonlight dancing on a wave, with symphony a sound, a sight to crave
The reason i blossom from a cocoon
The only reason all of the children behave
The reason I flutter my wings under the moon
You’re the sun ascending a beacon of hope, illuminating the earth with a golden scope
You’re the warm sun glistening on skin in the summer
You’re the enthusiasm behind my approach
You’re my painting in full color
Analysis from the author: This poem is a representation of how I view my close family. I tend to be a bit closed off when it comes to expressing my appreciation towards family. I strived for this to be a raw and honest portrayal of my gratitude towards them.
I began by using the sun as a metaphor “You’re the Sun,” I used this to depict the beauty and warmth I see within my family. The poem is addressed to my loved ones, and I use vivid descriptions of nature to express my feelings. The sun, the moon, and the ocean are all symbols of beauty and power, and they help to convey the depth of my feelings for my loved ones. The repetition of certain phrases, such as “You’re the warm sun glistening on skin in the summer” and “You’re my painting in full color,” add to the poem’s sense of rhythm and unity. By repeating these lines, I create a sense of harmony and balance that reflects the stability and comfort my family provides.
The poem’s themes of love, hope, and inspiration are universal, and they speak to the importance of human connection and the ways in which our relationships with others can shape our lives. Whether we find inspiration in nature, art, or the people around us, we all need sources of light and joy to guide us through life’s challenges. “Metamorphosis” is a reminder that we are never alone, and that the love and support of our family and friends can help us to shine bright, even when days are dark.
Light Shadow
by Kallysta Parimore
Grief is a weight that can’t be lifted,
A burden that can’t be shifted,
A pain that never seems to end,
A wound that refuses to mend.
It lingers like a shadow in the night,
And creeps up when you least expect the fight,
It’s a constant reminder of what’s lost,
Of what can never again be sought.
It burns like a fire deep within,
And leaves a scar that never thins,
It’s a storm that rages in your soul,
And leaves you feeling out of control.
But grief is also a teacher that we need,
A guide that helps us to truly see,
That life is a precious, fleeting thing
And that love is the truest gift it can bring.
So though it hurts and feels so raw,
Let grief be the catalyst that helps you draw,
Closer to those you hold most dear,
And cherish each moment you have here.
Analysis from the author: The poem begins by describing grief as a weight that cannot be lifted, a burden that cannot be shifted, and a wound that refuses to mend. Imagery creates a vivid picture of grief as a shadow that lingers, creeps up unexpectedly, and a constant reminder of what has been lost: something you can never get back. The poem also describes grief as a storm that rages in the soul and burns like a fire deep within, leaving a scar that never thins.
This imagery creates a sense of intensity and pain associated with grief. I used lots of powerful metaphors throughout the poem to convey the depth of grief and its impact on an individual’s life. However, the poem also suggests that grief can be a teacher, a lesson learned — most of the time the one that we need. It can guide individuals to see the importance of life and the preciousness of every moment, and to take advantage of every opportunity that comes along.
In halls of learning, minds are set ablaze
by Ruth Kanuch
In halls of learning, minds are set ablaze
With knowledge, wisdom, and a thirst for more
The teacher’s guide us through the winding maze
Of books and lectures, tests and classroom lore
The rhythm of the day is set in stone
With bells that ring and schedules to keep
But in between the lines, a world unknown
Of friendships, laughter, and secrets so deep
The speeches of the scholars fill the air
With words that paint a picture in our minds
Of history, science, literature rare
And all the wonders that the world unwinds
So let us celebrate this place of thought
Where knowledge is gained, and wisdom is wrought.
Analysis from the author: My poem is a tribute to the transformative power of education, structured in the traditional Shakespearean sonnet form, with fourteen lines and a rhyme scheme of ABAB CDCD EFEF GG. The poem is written in iambic pentameter, with ten syllables per line and a stress pattern of unstressed-stressed. The first stanza of the poem sets the scene in the halls of learning, where minds are set ablaze with knowledge, wisdom, and a thirst for more. The use of the word “ablaze” suggests a passionate intensity, as if the students and teachers are consumed by their pursuit of knowledge. The second line emphasizes the role of the teacher in guiding students through the “winding maze” of books, lectures, tests, and classroom lore. The use of the word “lore” suggests that education is not just about facts and figures, but also about the stories and traditions that shape our understanding of the world.
I wrote this poem because as a student, I have experienced firsthand the transformative power of education. It has opened my eyes to new ideas, challenged my assumptions, and expanded my understanding of the world. It has given me the tools to navigate complex issues, to communicate effectively, and to pursue my passions with purpose and conviction. Moreover, education is not just about individual growth and achievement. It is also a collective endeavor, a shared commitment to building a better world. Education has the power to break down barriers, to promote understanding and empathy, and to foster a sense of global citizenship. In a world that is increasingly complex and interconnected, education is more important than ever. It is a key to unlocking our full potential as individuals and as a society. So let us celebrate the halls of learning, where minds are set ablaze with knowledge, wisdom, and a thirst for more. Let us embrace the power of education to transform ourselves and our world, and let us never stop learning.
