Uploaded by Bryant Diaz

tpcastt

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TPCASTT Template
Poem:___________________
TPCASTT
Poet: _______________________
Application to Poem
TITLE
Ponder the title before reading: what
do you think it means, if anything?
Consider both denotation &
connotation of words used.
PARAPHRASE
In four-8 sentences, translate the
poem into your own words. You can
paraphrase by stanza and use notebook
paper or the back of the page for
things that do not fit in the box.
CONNOTATION
Contemplate the poem for meaning
BEYOND the literal meaning. What
is this poet trying to impart to his
readers? Look for figurative
language (Symbolism/ Imagery/
Personification/Simile/Metaphor/Re
petition/etc.) and anything that is
beyond literal meaning. Include 3 -4
quotes and commentary. This should
not be done in a dismissive manner; it
is important that you select
important quotes and lines and
analyze the author’s / speaker’s
purpose in saying what they mean in
this manner.
Quote/Line
Type of Figurative Language/Interpretation
Quote/Line
Type of Figurative Language/Interpretation
Quote/Line
Type of Figurative Language/Interpretation
ATTITUDE
What is the speaker’s attitude or
tone? What is the poet’s? Are they
the same, or different? Is there more
than one attitude or tone in different
parts of the poem? Be sure to give
evidence from the text to support you
assertions.
Shifts in Atitude:
What shifts in attitude or tone do you
see? Where do they occur?
Poem Location Occurs between lines
_______& ______
Before Shift:
After Shift:
Situation: You paraphrased each
stanza previously in this document.
Explain in 2-3 lines what the
situation is that was described to
us in the piece (poem / excerpt).
TITLE
After reading the poem, re-examine
the title on an interpretive level. Does
it mean something else to you now that
you have analyzed the poem?
THEME
What is the thematic topic & what is
the author trying to tell you about it?
Thematic Topic:____________________________
Theme Statement:
NOTES: This is for additional discussion that does not fit in
the boxes.
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