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Take Time Poem Analysis Essays

Are you taking the AP English Literature and Composition exam? If you’re taking the course or self-studying, you know the exam is going to be tough. Of course, you want to do your best and score a five on the exam. To do well on the AP English Literature and Composition exam, you’ll need to score high on the essays. For that, you’ll need to write a complete, efficient essay that argues an accurate interpretation of the work under examination in the Free Response Question section.

The AP English Literature and Composition exam consists of two sections, the first being a 55-question multiple choice portion worth 45% of the total test grade. This section tests your ability to read drama, verse, or prose fiction excerpts and answer questions about them. The second section worth 55% of the total score requires essay responses to three questions, demonstrating your ability to analyze literary works: a poem analysis, a prose fiction passage analysis, and a concept, issue, or element analysis of a literary work.

From your course or review practices, you should know how to construct a clear, organized essay that defends a focused claim about the work under analysis. Your should structure your essay with a brief introduction that includes the thesis statement, followed by body paragraphs that further the thesis statement with detailed, well-discussed support, and a short concluding paragraph that reiterates and reinforces the thesis statement without repeating it. Clear organization, specific support, and full explanations or discussions are three critical components of high-scoring essays.

General Tips to Bettering Your Odds at a Nine on the AP English Literature and Composition Exam.

Your teacher may have already told you how to approach the poetry analysis, but for the poetry essay, it’s important to keep the following in mind coming into the exam:

  1. Carefully read, review, and underline key to-do’s in the prompt.
  2. Briefly outline where you’re going to hit each prompt item–in other words, pencil out a specific order.
  3. Be sure you have a clear thesis that includes the terms mentioned in the instructions, literary devices, tone, and meaning.
  4. Include the author’s name and title of the poem in your thesis statement.
  5. Use quotes—lots of them—to exemplify the elements throughout the essay.
  6. Fully explain or discuss how your element examples support your thesis. A deeper, fuller, and focused explanation of fewer elements is better than a shallow discussion of more elements (shotgun approach).
  7. Avoid vague, general statements for a clear focus on the poem itself.
  8. Use transitions to connect sentences and paragraphs.
  9. Write in the present tense with generally good grammar.
  10. Keep your introduction and conclusion short, and don’t repeat your thesis verbatim in your conclusion.

The newly-released 2016 sample AP English Literature and Composition exam questions, sample responses, and grading rubrics provide a valuable opportunity to analyze how to achieve high scores on each of the three Section II FRQ responses. However, for purposes of this examination, the Poetry Analysis strategies will be the focus. The poem for analysis in last year’s exam was “The Juggler” by Richard Wilbur, a modern American poet. Exam takers were asked to analyze the following:

  • how the speaker in the poem describes the juggler
  • what the description shows about the speaker
  • how the poet uses imagery, figurative language, and tone to convey meaning

When you analyze the components of an influential essay, it’s helpful to compare all three sample answers provided by the CollegeBoard: the high scoring (A) essay, the mid-range scoring (B) essay, and the low scoring (C) essay. All three provide a teaching opportunity for achieving a nine on the poetry analysis essay.

Start with a Succinct Introduction that Includes Your Thesis Statement

The first sample essay, the A essay, quickly and succinctly introduces the author, title, thesis, elements, and devices. The writer’s introduction sentences are efficient: they contain no waste and give the reader a sense of the cohesiveness of the argument, including the role of each of the analyzed components in proving the thesis. The specificity of the details in the introduction shows that the writer is in control, with phrases like “frequent alliteration,” “off-kilter rhyme”, and “diction evoking an almost spiritual level of power”. The writer leaves nothing to guesswork.

The mid-range B essay introduction also cites some specific details in the poem, like “visual imagery (of the juggler and his balls), figurative language (the personification of the balls interacting with the juggler), and tone (the playful mood of the first two stanza)”. However, the writer wastes space and precious time (five whole lines!) with a vague and banal recitation of the prompt. The mid-range answer also doesn’t give the reader an understanding of an overarching thesis that he or she will use the elements and devices to support, merely a reference to the speaker’s “attitude”.

The third sample lacks cohesiveness, a thesis statement, and organization. The sentences read like a shotgun spray of facts and descriptions that give no direction to the reader of the writer’s approach: how he or she will use the elements and details listed to prove a thesis. The short, choppy sentences don’t connect, and the upshot is something so commonplace as Wilbur describes a talented juggler, who is also a powerful teacher. That doesn’t respond to the prompt, which requires an argument about what the juggler’s description reveals about the speaker.

To sum up, make introductions brief and compact, using specific details from the poem and a clear direction that address the call of the prompt. Writing counts. Short, choppy, disconnected sentences make an incoherent, unclear paragraph. Don’t waste time on sentences that don’t do the work ahead for you. Cut to the chase; be specific.

Use Clear Examples to Support Your Argument Points

The A answer first supports the thesis by pointing out that alliteration and rhyme scheme depict the mood and disconnection of both the speaker and the crowd. The writer does this by noting how alliteration appears when the juggler performs, but not before. The student also notes how the mood and connection to the crowd cohere when the juggler juggles, the balls defying gravity and uplifting the crowd with the balls. Then, the writer wraps up the first point about description, devices, and elements by concluding that the unusual rhyme scheme echoes the unusual feat of juggling and controlling the mood of the crowd.

With a clear focus on attaching devices to individually quoted phrases and poem details, the student leads the reader through the first pass at proving the attitude of the poem’s speaker while commenting on possible meanings the tone, attitude, and devices suggest. Again, the student uses clear, logical, and precise quotes and references to the poem without wasting time on unsupported statements. Specific illustrations anchor each point.

For example, the student identifies the end rhyme as an unusual effect that mimics the unusual and gravity-defiant balls. Tying up the first paragraph, the student then goes on to thoroughly explain the connection between the cited rhyme scheme, the unique defiance of gravity, and the effect on the speaker. The organizational plan is as follows: point (assertion), illustration, and explanation.

The mid-range sample also cites specific details of the poem, such as the “sky-blue” juggler, a color that suggests playfulness, but then only concludes that euphony shows the speaker’s attitude toward the juggler without making that connection clear with an explanation. The writer simply concludes without proving that assertion. Without further explanation or exemplification, the author demonstrates no knowledge of the term “euphony”.

Sample C also alludes to the “sky-blue” juggler but doesn’t explain the significance. In fact, the writer makes a string of details from the poem appear significant without actually revealing anything about the details the writer notes. They’re merely a string of details.

Discussion is Crucial to Connect Your Quotes and Examples to Your Argument Points

Rather than merely noting quoted phrases and lines without explanation, the A response takes the time to thoroughly discuss the meaning of the quoted words, phrases, and sentences used to exemplify his or her assertions. For example, the second paragraph begins with an assertion that the speaker’s view of the world is evident through the diction used when describing the juggler and the juggler’s act. Immediately, the writer supplies proof by directing the reader to the first and last stanzas to find “lens,” “dusk”, and “daily dark”.

The selection of these particular diction choices demonstrates the writer’s knowledge of the term “diction” and how to support a conclusion the student will make by the end of the sentence that the speaker’s attitude toward the world around him is “not the brightest”. The writer gives a follow-up sentence to further convince the reader of the previous point about the speaker’s dim view by adding, “All the words and phrases used just fall flat, filled with connotations of dullness…”

Using the transition, “however”, the A response goes on to further explain that the juggler’s description contrasts with that of the speaker’s in its lightness, by again providing both specifically-quoted words and complete one or two full sentence follow-ups to the examples. In that way, the writer clarifies the connection between the examples and their use and meaning. Nothing is left unexplained–unlike the B response, which claims Wilbur uses personification, then gives a case of a quoted passage about the balls not being “lighthearted”.

After mentioning the term, the B essay writer merely concludes that Wilbur used personification without making the connection between “lighthearted” and personification. The writer might have written one additional sentence to show that balls as inanimate objects don’t have the emotions to be cheery nor lighthearted, only humans do. Thus, Wilbur personifies the balls. Likewise short of support, the writer concludes that the “life” of the balls through personification adds to the mystery and wonder–without further identifying the wonder or whose wonder and how that wonder results from the life of the balls.

Write a Brief Conclusion

While it’s more important to provide a substantive, organized, and clear argument throughout the body paragraphs than it is to conclude, a conclusion provides a satisfying rounding out of the essay and last opportunity to hammer home the content of the preceding paragraphs. If you run out of time for a conclusion because of the thorough preceding paragraphs, that is not as fatal to your score as not concluding or not concluding as robustly as the A essay sample (See the B essay conclusion).

The A response not only provides a quick but sturdy recap of all the points made throughout the body paragraphs (without repeating the thesis statement) but also reinforces those points by repeating them as the final parting remarks to the reader. The writer demonstrates not only the points made but the order of their appearance, which also showcases the overall structure of the essay.

Finally, a conclusion compositionally rounds out a gracious essay–polite because it considers the reader. You don’t want your reader to have to work hard to understand any part of your essay. By repeating recapped points, you help the reader pull the argument together and wrap up.

Write in Complete Sentences with Proper Punctuation and Compositional Skills

Though pressed for time, it’s important to write an essay with clear, correctly punctuated sentences and properly spelled words. Strong compositional skills create a favorable impression to the reader, like using appropriate transitions or signals (however, therefore) to tie sentences and paragraphs together, making the relationships between sentences clear (“also”–adding information, “however”–contrasting an idea in the preceding sentence).

Starting each paragraph with a clear topic sentence that previews the main idea or focus of the paragraph helps you the writer and the reader keep track of each part of your argument. Each section furthers your points on the way to convincing your reader of your argument. If one point is unclear, unfocused, or grammatically unintelligible, like a house of cards, the entire argument crumbles. Good compositional skills help you lay it all out orderly, clearly, and fully.

For example, the A response begins the first body paragraph with “In the first and last stanzas, no alliteration beyond ‘daily dark’ appears, evoking a tone that could hardly be described as cheerful”. The sentence, with grammatically-correct commas inserted to section off the lead-in phrase, “In the first and last stanzas,” as well as the dependent clause at the sentence’s end, “evoking a tone that…,” gives a road map to the reader as to the paragraph’s design: alliteration, tone, darkness. Then the writer hits all three of those with a complete explanation.

The next paragraph begins with a rather clunky, unwieldy sentence that nevertheless does the same as the first–keys the reader to the first point regarding the speaker’s view of the world and the devices and elements used to do so. It’s clear the writer tackles the speaker’s view, the juggler’s depiction, and diction choice–both as promised from the beginning in the thesis statement of the introductory paragraph and per the prompt. The writer uses the transition “In the first and last stanzas”, to tie the topic sentence to the examples he or she will use to prove the topic sentence; then the writer is off to do the same in the next paragraph.

So by the time the conclusion takes the reader home, the writer has done all of the following:

  • followed the prompt
  • followed the propounded thesis statement in exact order promised
  • provided a full discussion with examples
  • included quotes proving each assertion
  • used clear, grammatically correct sentences
  • wrote paragraphs ordered by a thesis statement
  • created topic sentences for each paragraph
  • ensured each topic sentence furthered the ideas presented in the thesis statement

Have a Plan and Follow it

It’s easier than it sounds. To get a 9 on the poetry analysis essay in the AP Literature and Composition exam, practice planning a response under strict time deadlines. Write as many practice essays as you can. Follow the same procedure each time.

First, be sure to read the instructions carefully, highlighting the parts of the prompt you absolutely must cover. Then map out a scratch outline of the order you intend to cover each point in support of your argument. Try and include not only a clear thesis statement, written as a complete sentence but the topic sentences to each paragraph followed by the quotes and details you’ll use to support the topic sentences. Then follow your map faithfully.

Be sure to give yourself enough time to give your essay a brief re-read to catch mechanical errors, missing words, or necessary insertions to clarify an incomplete or unclear thought. With time, an organized approach, and plenty of practice, earning a nine on the poetry analysis is manageable. Be sure to ask your teacher or consult other resources, like albert.io’s Poetic Analysis practice essays, if you’re unsure how to identify poetic devices and elements in poetry, or need more practice writing a poetry analysis.

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Despite what your grade-school teacher might have told you, poetry isn’t all hearts and flowers, especially not when you have to analyze a poem in an essay. When you delve into the realm of poetry, you’re much more likely to stumble into madness and decay, especially if you are reading Edgar Allen Poe or Charles Bukowski!


Okay, I’m exaggerating (a little). Poetry can be fun. And full of puns. Like this one.

Regardless, don’t lose your head just yet–I have some tips on how to analyze a poem in a way that doesn’t bring doom and gloom to your grades.

Choosing a Poem to Analyze

The vast majority of the time, your instructor will tell you which poem to analyze. However, on the off chance that you have to choose a poem yourself, choosing the right poem can make learning how to analyze a poem much, much easier.

When you are choosing a poem, ask yourself the following questions:

  • Do you like the poem?
  • Do you have notes from class that could help you start your essay?
  • Do you understand the language in the poem?
  • Could you summarize the poem in your own words?
  • Are there resources online that you could use to understand the poem better?
  • Does the poem have obvious literary elements (rhyme, meter, metaphor, etc.)?

If you answered “yes” to many of those questions, then the poem you have will likely work great for your analysis.

What Is a Poetry Analysis?

Before you can really start writing your analysis, you need to know what your instructor expects of you. A poem analysis is much like any other literary analysis, but it caters more specifically to poems. For instance, since poems are typically short, the analyses are also often short. Few instructors will make you write a poetry analysis for more than about 3-5 pages. Whew!

However, the shorter length doesn’t let you off the hook. With your poetry analysis, you need to focus on two main aspects of the poem you choose: theme and the literary elements that proves that theme. Your thesis statement needs to contain both of those aspects, and you’ll spend your body paragraphs discussing examples of the literary elements and how they relate back to the theme.

Now, let’s get into more detail.

Summarizing and Paraphrasing a Poem

Learning how to analyze a poem gets a lot simpler when you start by summarizing or paraphrasing the poem and figuring out what the heck the poet is even talking about. I’m going to use “Desert Places” by Robert Frost to help you understand what I mean.

(And, no, I will not use “The Road Not Taken”! Frost did write other poems, people!)

Here’s “Desert Places” in case you aren’t familiar with it:

Snow falling and night falling fast, oh, fast
In a field I looked into going past,
And the ground almost covered smooth in snow,
But a few weeds and stubble showing last.

The woods around it have it – it is theirs.
All animals are smothered in their lairs.
I am too absent-spirited to count;
The loneliness includes me unawares.

And lonely as it is, that loneliness
Will be more lonely ere it will be less –
A blanker whiteness of benighted snow
WIth no expression, nothing to express.

They cannot scare me with their empty spaces
Between stars – on stars where no human race is.
I have it in me so much nearer home
To scare myself with my own desert places. (Frost)

MLA Citation

Frost, Robert, and Robert Hunter. “Desert Places.” Poemhunter.com. Web. 30 June 2015.

If I’m to summarize this poem, I might write something like the following:

The narrator walked past a snow-covered field in the late evening and felt insignificant next to the forests and the hibernating animals. The narrator becomes lonely and expects to become lonelier. As the narrator looks up at the stars, he or she realizes that nothing could feel as empty as he or she feels inside.

Note that you would not use the above summary in an essay. However, putting a poem in your own words can really help you understand the feeling of the poem and what the author is trying to convey.

If you wanted to go further in depth with your understanding, you could paraphrase the poem, which basically means rewriting every line in your own words rather than condensing the information.

Choosing a Theme to Write about

Once you understand what the poem is trying to say, you need to come up with a theme. A theme is a central idea in a poem. In “Desert Places,” Frost talks a lot about loneliness, and since the narrator in the poem is alone, I can say that loneliness and isolation are main ideas or themes in the poem.

When you are searching for a theme in your poem, look for concepts or notions that seem to pop up several times. Think about the feeling the poem might be trying to convey. That will often lead you straight to the theme.

If you can’t think of a theme, you can either talk to your instructor about it or look online to see what scholars say about the themes in the poem. Resources such as Sparknotes.com can also help you get on the right track.

Choosing a Literary Device or Element

To complete your essay topic, you need to choose one or more literary elements the poem uses to point toward the theme you chose. Here are some examples of literary devices you could be looking for:

  • Rhyme
  • Meter
  • Metaphor
  • Simile
  • Setting
  • Allegory
  • Alliteration
  • Caesura
  • Enjambment
  • Hyperbole
  • Satire

There are many more literary devices to choose from; see a longer list here. I would suggest choosing one or two devices for most essays. Make sure that you can relate them back to the theme you chose.

If I were to write a poetic analysis of “Desert Places” specifically on the topic of loneliness and isolation, I would choose rhyme as one of my literary devices.

Rather than a traditional a/a/b/b or a/b/a/b rhyme scheme for his quatrains (stanzas with four lines), Frost chose an a/a/b/a rhyme scheme. Since one of the words in each stanza does not rhyme with anything, it could be said that the poet has isolated one word in each stanza, which demonstrates the loneliness the speaker talks about in the content of the poem.

(Wow! Right?)

Mark where the literary device occurs in the poem and keep those notes for later. You can use them as examples for when you start writing your analysis.

Writing Your Thesis Statement

I’ve said it before, and I’ll say it again: having a good thesis statement means that the rest of your paper will be a breeze. Essentially, a good thesis statement becomes a one-sentence outline of your paper.

Here’s what my thesis statement for my “Desert Places” analysis might look like:

In “Desert Places,” Robert Frost uses an unusual rhyme scheme, specifically an a/a/b/a rhyme scheme, to demonstrate the narrator’s isolation and loneliness.

This would be a great thesis statement for a short poetry analysis (1-2 pages). For a longer poetry analysis (3-5 pages), you might want to choose two or three literary devices that explicate your theme.

When you write your thesis, you might find this template helpful:

In [poem’s name], [poet] employs [literary devices] to demonstrate [theme].

Here, it is important that you are specific. In my example, I made sure to specify how the rhyme scheme was unusual rather than just leaving it at that. Make sure you do the same.

For more help building out a winning thesis statement, see Kibin’s thesis statement builder!

Analyzing a Poem in Body Paragraphs

Though writing your introduction and thesis statement is certainly half the battle, you need to win your audience over with your supporting body paragraphs. Think about it this way: your head wouldn’t do you much good without all the organs and systems that comprise your body.

(Didn’t think you were going to get an anatomy lesson in a poetry post, did you?)

As you write your body paragraphs, adhere to the following guidelines:

  • Keep your paragraphs to about half a page doubled spaced (shorter paragraphs improve readability).
  • Start your paragraph with your topic sentence, which should relate to everything you are going to say in the paragraph (think of it as the paragraph’s thesis statement).
  • Use only one piece of evidence per paragraph, either a quote or a paraphrased example from the text.
  • Always end a paragraph in your own words and make sure to include analysis (why the evidence supports your thesis statement) at the end of each paragraph.

By following those guidelines, you’ll set yourself up for an essay that knocks your instructor’s socks off.

A Few More Tips on How to Analyze a Poem

Though you have learned how to analyze a poem, I haven’t really mentioned how you can sound smart doing it. Now, this doesn’t mean that you should go crazy and throw in a bunch of fancy synonyms (see How to Become a Better Writer: Don’t Use Words that Sound Smart). What it does mean is using vocabulary that is appropriate for poems.

I already gave you a list of literary terms and their definitions, which should catapult you to greatness in your analysis already, but here are some important tidbits to remember when you write a poetic analysis:

  • Don’t assume that the poet and the speaker/narrator in the poem are the same person. Instead, refer to the person in the poem as “he or she” or just “the speaker” or “the narrator.”
  • Don’t use words like “obviously” or “clearly” in your poetic analysis. If it were so obvious, you wouldn’t have to write an essay about it.
  • Don’t spend time summarizing the poem in your essay. Assume your reader has already read the poem.
  • Don’t worry too much about working through the poem line by line or in order. Use the evidence that best supports your claim in the order that makes sense for your argument.
  • Don’t forget to cite your poem according to MLA formatting. Any quote you use should have an in-text citation.

Check out these examples of poetic analyses written by students like you for more inspiration and ideas.

Make Sure Your Paper Is Polished before You Turn It in!

If you are still stuck or nervous about writing your analysis, that’s okay. Sometimes, just getting something out on paper will give you the courage you need to keep going and revise what you’ve written to fit the above-mentioned guidelines.

As you’re revising, I highly recommend reading your analysis out loud. Doing so will help you find awkward or confusing areas so you can pinpoint what still needs work. You can also get a friend, family member, or professional editor to look your paper over. At Kibin, our editors are ready to polish your essay at any time of day or night.

Whether you need some advice on what you’ve written so far or want our talented editors to polish your essay into analytic gold, our editing services can help you!

Now that you know how to analyze a poem, put your skills to the test on your own essay!

Psst... 98% of Kibin users report better grades! Get inspiration from over 500,000 example essays.

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