Poetry: Funeral Blues

Introduction

This poem is written by Wystan Hugh Auden who was born in York, in the United Kingdom. At Oxford, he became associated with a number of radical poets and authors, including Stephen Spender. Many of his poems focus on social ills, as well as concern with the workings of the mind. He lived and worked for many years in the United States of America and returned to the United Kingdom in 1972, where he died a year later.

If one has not experienced it, it is extremely difficult to try to explain the depth of pain and sorrow of a broken heart. We use this term quite loosely in romantic contexts, but when it refers to the response of real grief, the concept of a broken heart is difficult to comprehend.

Think of an experience when you lost someone you loved. If you have not had such an experience, you can imagine how terrible it must be. Compose a short poem for that person that explains your grief at losing them. The poem needs to be 3 stanzas long of 4 lines each.

Task

Your assignment is to analyze this poem. To do an in depth explanation of each line. You need to focus on the Imagery, Symbolism, Setting, Poetic/Language Devices. Write your analysis in an essay format.

Your essay should be as follows:

Introduction

Body (3-4 Paragraphs)

Conclusion

Your introduction needs to include information about the theme, author and title

Your conclusion needs to sum up the message of the poem

20 Marks

Process

1. The student will go and find the poem: https://medium.com/poem-of-the-day/w-h-auden-funeral-blues-8771e2868595

2. The student will start to analyse the poem or read up on the different analysis to their disposal: https://www.litcharts.com/poetry/w-h-auden/funeral-blues-stop-all-the-clocks; https://poemanalysis.com/w-h-auden/funeral-blues/

3. Using the information found in the above links, learner now needs to sort it into the categories given in the instruction.

4. Learner will now start to form their essay based on all the information they have gathered.

Evaluation

Essay Writing Rubric
Traits	4	3	2	1
Focus & Details	There is one clear, well focused topic. Main ideas are clear and are well supported by detailed and accurate information.	There is one clear, well focused topic. Main ideas are clear but are not well supported by detailed information.	There is one topic. Main ideas are somewhat clear.	The topic and main ideas are not clear.
Organization	The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.	The introduction states the main topic and provides an overview of the paper. A conclusion is included.	The introduction states the main topic. A conclusion is included.	There is no clear introduction, structure, or conclusion.
Voice	The author’s purpose of writing is very clear, and there is strong evidence of attention to audience. The author’s extensive knowledge and/or experience with the topic is/are evident.	The author’s purpose of writing is somewhat clear, and there is some evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are evident.	The author’s purpose of writing is somewhat clear, and there is evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are limited.	The author’s purpose of writing is unclear.
Word Choice	The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced.	The author uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone.	The author uses words that communicate clearly, but the writing lacks variety	The writer uses a limited vocabulary. Jargon or clichés may be present and detract from the meaning
Sentence Structure, Grammar, Mechanics, & Spelling	All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling.	Most sentences are well constructed and have varied structure and length. The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.	Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.	Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.