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Analyzing 'Mending Wall' with TPCASTT

This helpful guide provides information on how to analyze Robert Frost's poem "Mending Wall" using the TPCASTT method. It also includes definitions of literary devices and encourages students to choose their first Reading University book.

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Analyzing 'Mending Wall' with TPCASTT

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  1. BellringerHave your TPCASTT FOR “mending wall” on your desk • What is a metaphor? • What is double-meaning? • What is a simile?

  2. What I am reading…

  3. What are you reading? • Make sure you are keeping track…remember, 15 this year!! Keep this tracker in your Lit binder all year! • A lot of you have had questions about Reading University and I finally have your answer. 4 of the 15 books you read should be off the approved list (which is printed and at the back of the room.)

  4. Mending wall • Please have out your Literary Devices hand out on your desk as well as your TPCASTT. • Let’s refresh and read this poem again…

  5. Something there is that doesn't love a wall, 
That sends the frozen-ground-swell under it, 
And spills the upper boulders in the sun, 
And makes gaps even two can pass abreast. 
The work of hunters is another thing: 
I have come after them and made repair 
Where they have left not one stone on a stone, 
But they would have the rabbit out of hiding, 
To please the yelping dogs.

  6. The gaps I mean, 
No one has seen them made or heard them made, 
But at spring mending-time we find them there. 
I let my neighbor know beyond the hill; 
And on a day we meet to walk the line 
And set the wall between us once again. 
We keep the wall between us as we go. 
To each the boulders that have fallen to each. 
And some are loaves and some so nearly balls 
We have to use a spell to make them balance: 
'Stay where you are until our backs are turned!' 
We wear our fingers rough with handling them. 
Oh, just another kind of out-door game, 
One on a side. It comes to little more:

  7. There where it is we do not need the wall: 
He is all pine and I am apple orchard. 
My apple trees will never get across 
And eat the cones under his pines, I tell him. 
He only says, 'Good fences make good neighbors'. 
Spring is the mischief in me, and I wonder 
If I could put a notion in his head: 
'Why do they make good neighbors? Isn't it 
Where there are cows? 
But here there are no cows. 
Before I built a wall I'd ask to know 
What I was walling in or walling out, 
And to whom I was like to give offence. 
Something there is that doesn't love a wall, 
That wants it down.' I could say 'Elves' to him, 
But it's not elves exactly, and I'd rather 
He said it for himself.

  8. Pun • A play on words that have two meanings (or sound similar) • Example: • Will the fence give “offence” (sounds like ‘a fence’ in a poem about walls)

  9. personification • Giving non-humans human characteristics • Example: • Apple trees will never get across and eat the cones under his pines

  10. I see him there 
Bringing a stone grasped firmly by the top 
In each hand, like an old-stone savage armed. 
He moves in darkness as it seems to me~ 
Not of woods only and the shade of trees. 
He will not go behind his father's saying, 
And he likes having thought of it so well 
He says again, "Good fences make good neighbors."

  11. P- Paraphrase • Paraphrase the poem. (Translate it into your own words)

  12. C- Connotation Connotation is what the words mean- not just the dictionary definition. • Example: You are cool! • Let’s read again, highlighting the following words/phrases: • Good fences make good neighbors • Old-stone savage • Spring is the mischief in me • hunters

  13. A-Attitude • What is the speaker’s attitude or tone? How does the speaker feel about himself, about others, and about the subjects? • Write a specific feeling and explain. Include textual evidence to support your opinion.

  14. S- SHIFTS • Where does the poem have a shift(s)? Explain. Note shifts in speaker or attitudes, setting, voice etc.? • Look for: occasion of poem (time and place), key words (ex. but, yet), punctuation (dashes, periods, colons), stanza divisions, changes in length or rhyme, and sentence structure? • What is the purpose of each shift? • How do they contribute to effect and meaning?

  15. T-Title • Now, study the title again, this time on an interpretive level. Consider the possible use of symbolism. • How does the title of the poem add to the meaning of the poem?

  16. Theme • What is the theme of the poem? What is the poet trying to say about life or humanity? Write the theme in one complete sentence.

  17. Literary devices • Which literary devices can you identify in the poem? List them here and make a note of why Frost uses them.

  18. Homework • Complete TPCASTT NEATLY and ALL THE WAY. If you don’t know something- it’s okay! But that doesn’t excuse you from not trying. TRYING is a good thing!! • Pick your first R.U. reading book off of the list and get it by FRIDAY.

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