“For All” Analysis: Student Instructions
1. Read the poem “For All” by Gary Snyder.
Three tasks:
a. Complete a SOAPStone for the poem—as much as you can for now. Leave blanks, and don’t fully
commit to the purpose until we’ve discussed the rest of the poem. Use pencil 
b. What do you think the poem’s universal idea is? It should be something that you can find evidence
of from the beginning, middle and end of the poem (the U.I. is sustained throughout the poem).
Where are the places in the poem that suggest that to you?
c. Mark anything in the poem that causes you to react. Where do you pay attention? Why? What do
you notice? What stands out to you?
2. With your partner compare your answers from #1. Come to consensus on as much as you can. Then, go back
into the poem and do a second read. Take what you’ve already marked and classify into DIDLS. Additionally,
look again for figurative language, unique or repeated grammatical structures, alliteration, strongly connotated
words and anything else you find. What does each of these focus the audience’s attention on, make them think
about, etc.? If you work with a partner, each of you needs to keep your own notes and complete all of the work
on your own paper. We’ll discuss in a few minutes.
3. Choose 1 feature (things you identified in #1 above) you think is most important to a reader’s overall
understanding of the poem’s universal idea/overall intention.
For the piece of evidence/text feature you’ve identified, complete the following chart:
EVIDENCE: a direct quote and a line reference from the poem
EXPLORATION: Write down your thoughts about this quote. What do you notice about the words and why might they
be important? This can be bulleted.
EXPLANATION: Write a sentence or two that thoroughly and completely explains how your evidence might help a
reader understand more clearly the poem’s universal idea and the author’s intent.
Example (from a speech by William Faulkner, so don’t get confused):
EVIDENCE: “privilege” in paragraph 4
EXPLORATION:
 this word has a positive connotation
 it implies honor or importance
 not everyone gets to do it
 it’s not a job or tedious
EXPLANATION: By calling the writer’s duty a “privilege,” Faulkner makes the task ahead seem appealing and
important thus his audience is more likely to do as he directs with regard to writing.
Memoir Revision Homework:
HW: Go into your memoir and find at least 3 places for each aspect you chose during today’s WID where you can
add/manipulate for a more specific, precise effect. The goal is to help your audience most clearly understand your
purpose. Circle in pen where you’ve chosen on the current draft, and then highlight where you’ve revised for DIDLS on
your new draft. This is due Wednesday.