Christian 1

Alyssa Christian
ENC1101
David Thacker
28 October 2014
Childs Innocence

The morning sun soon turns to the afternoon storm,

Birds chirping cheerfully soon turns to winds blowing;
The picture perfect setting begins to reform,
And powerful Mother Nature appears to be growing.

The mood becomes eerie,

As the sky is painted black,
And filled with great mystery,
Its like the forces of nature are dominantly fighting back.

Clouds darkening and thickening

Swiftly as can be;
Oh, how frightening
As the town prepares to flee.

The little boy, fast asleep and snoring

Is unaware of the raging storm occurring.

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Follow Me, Friend

Theres something, someone just like me,

Desires to capture everything and everyone they see.
Whenever Im feeling blue, she brightens my mood
With old pictures and my favorite songs to fix up my tude.
Everywhere I go, she goes.

If the sun is above the horizon,

Then together we will be, how surprising.
If ever Im too busy to call,
Shed do it for me, oh what a doll.
Everywhere I go, she goes.

I never go to the gym without out herMy encouragement and work out partner.
She keeps me organized and on top of things
Its as if shes an alarm clock in knowing right when to ding!
Everywhere I go, she goes.

In todays frazzled world, its hard to stay alone

But having a best friend makes this place a little more known.
Small, black and sleek, she fits into my palm,
So can an iPhone really be a humans best friend?
Everywhere I go, she goes

Christian 3

Last Day of High School

Last day of high school

Cool but confusing, then I first saw you,
I couldnt help but wonder why you wouldnt give me a clue?
A clue to who you were and where you were going?

Last day of high school

Joy filled my heart but fear overwhelmed me
Too far away, hoping, but scared to be near
Just to get a glimpse, a stare, a touch?

Last day of high school

Was only your gaze that I wanted in return,
Those pearly whites flirtatiously flashing my way?
But your attention focused elsewhere.

Last day of high school

I could not wait to be freed by the final bell,
But only freed to obtain a portion, a chance of your wonderful attention,
But your attention focused elsewhere.

Last day of high school

Your gaze I followed to see, the handsome manConfident, popular and charming with a group of his fans.
Now I know why you never looked my way;
I went back home and couldnt fathom the average, usual day.

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The Savior

The twelve disciples join together for the final get together
The final meal that will be shared together,
Anxious and nervous they await to hear the news
Of what was in store for the rest of the crew.

Food plentiful, wine galore!

What more, could the twelve men ask for?
Their leader, their Savior, is whom they desired,
To explain, to assure when all the commotion was soon to be tired.

Joyous and exuberating, celebrating His existence

Strange it was to see His look of persistence.
A stare into his face would bring thoughts of the final outcome;
Soon He would tell what really was to come.

How can a painting, a setting, a group of men

Be so scrutinized and studied about the exact representation?
Da Vinci pondered hard on how to portray:
The Leader and how His followers might possibly go astray.

It is the final account of Christs gathering with his men,

The church now takes Communion in remembrance of Him.
The pure blood, the holy body;
All in remembrance that His crucifixion saved every body.

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Sonnet

Writing the sonnet was moderately difficult at first as I did not know how or where to
begin. With only the external structure of the line set up as background knowledge, I allowed any
and every possibilities to come to mind. Although difficult to choose my topic of interest, I chose
nature as I felt it would appeal to the reader. I began to organize my thoughts through my
favorite way of writing poetry: rhyme scheme. I figured this sonnet should be fluent and
elaborate which should breathlessly flow from line to line with a sly rhyme scheme. I wanted the
use of the line to be an effective concept used within this poem. Since the sonnet has a strict
external structure, the use of the line is pertinent in telling the story throughout the poem. The
line length would be simple and short. Since the line length was short, the detail had to be precise
and punctual. The mood becomes eerie, As the sky is painted black, And filled with great
mystery (lines 5-7). Each of these lines are prompt, but the detail is present. I wanted the reader
to be able to picture the scene just as how I, the author, imagined it.
I wrote this sonnet with tempo control in mind. I wanted the punctuation to be in charge
of the readers tempo throughout the poem by choice of comma and period placement. The
tempo control of a poem is everything. The way the punctuation is placed directly affects the
way the reader interprets the information and detail given. In the second quartet, I placed
commas after every line as I wanted the words to be grouped together in a certain way. The
reader will pause for each comma allowing them to recollect the line in more depth. This
placement of punctuation creates the exact tempo the writer wants for the reader. The tempo of
the poem has the power to change the whole meaning of a stanza or entire poem if done
differently.

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Concrete Object
In forming thoughts about what to write about, I pondered about an object that I am in
contact with every day and how I was going to perceive it. The two course concepts I wanted to
keep in mind the most during this poem process was the audience and tone. These two concepts
directly affect one another. I wanted my tone to be in such a way that the audience will react in
such a way.
One of the first things that came to mind was my phone. As far as keeping the audience
in mind, I wanted the reader to play the guessing game while reading the poem. In order to plan
this poem about a concrete object, I began to write down different activities one does with their
best friend along with different characteristics of a best friend. Keeping in mind that the audience
probably has both a best friend and a phone, which will allow them to connect easily. With this, I
chose those activities that my phone actually did accompany me with and I began to write. Each
stanza is a quintet in which the first four lines may or may not rhyme and the final line is
repeating in order to tie the poem together. The purpose of the repetitive final line Everywhere I
go, she goes is to remind the reader that the author and the object are inseparable. Finally in the
last stanza, the best friend that is an inanimate object is revealed and the reader is able to reflect
back on the poem to realize the bond between the author and the object. Small, black and sleek,
she fits into my palm; So can an iPhone really be a humans best friend? (lines 18-19). I wanted
the reader to chuckle and possibly compare his/her own relationship between the reader and
the cell phone.
I wanted the tone of my poem to be creative and friendly. I chose details that were fun
and active in order to keep the reader creatively reading. I never go to the gym without out herMy encouragement and work out partner. She keeps me organized and on top of things, Its as if

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shes an alarm clock in knowing right when to ding! (lines 11-14). The tone of a poem is
crucial in how the writer wants the reader to understand the meaning. I wanted the light, creative
tone to allow the reader to creatively guess throughout the poem. At the end, the reader will
discover the concrete object and react in an amused way.
Specific Memory
This specific memory was one that easily came to mind: first day of high school. I had
written out the entire poem with few detail, just the baseline. It was a simple, very first draft. But
then in class, the instructor forced us students to completely think out of the box and oppose the
subject matter entirely. With this, most of the classs memories were reversed in the most
absolute way. Most students complained at this idea, but I was intrigued to try it out. I decided to
change the memory from the first day of high school to the last, the point of view from myself to
a guy, and a positive experience to a negative experience. I wanted the purpose of the poem to
completely contrast with the original idea. I felt like the negative experience would have a
greater influence on the reader. The fact that it was the last day of high school gave the reader a
sense of urgency and importance which creates interest. I was able to give the point of view from
the male perspective more detail. Each of these adding up to more fascinating story line.
In this poem, I wanted to control the audiences feelings and thoughts for the surprise
finale at the end. By doing this, I focused in on the internal structure. I wanted the organization
of the subject matter to be in a certain way in order to help the ending of the poem. With these
ideas flowing through me, I began to write through the voice of a guy with a love at first sight
crush on this girl on the very last day of school. The hype is brought up by the emotions and
feelings of the guy as he watches her every move. I want the reader to have hope for the guy that
he will be able to achieve his goal of talking to her. For example, Last day of high school Was

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only your gaze that I wanted in return. Those pearly whites flirtatiously flashing my way? (lines
9-11). In addition, I used question marks for the third or fourth line for the first three stanzas as
its purpose served for the reader to keep guessing and wondering. The guy desperately awaits for
the girls to give him the slightest bit of attention, but by the end of the poem, the readers
anticipation has collapsed. I wanted the very last line, very last words to give away the entire
character of the guy the average, usual day. This allows the reader to make up this guy to be
possible a shy introvert who does not receive much attention from females. These sympathetic
emotions will be pulled from the reader in order to know the authors true purpose for writing the
poem.
Ekphrastic Poem
I chose The Last Supper because I knew a lot about the actual history and meaning
behind the painting. I researched Leonardo Da Vinci in order to obtain his point of view and
began to jot down ideas that would inspire me to write. I wanted to describe the poem without
mentioning exactly which painting I was describing. With this, I used great descriptive details
that illustrated the possible scene occurring. I enjoy having the reader guess which allows
him/her to read on with depth and a purpose.
The external structure also played a major role in this poem. I wanted the rhyme scheme
to be crucial in the description process. The visual pattern to the readers eye allows a rhythmic
meter to be set. Rhyming is another aspect that I enjoy doing. I believe that poems flow better
with a natural rhyme scheme.
The emotions of the men versus Jesus were an important contribution to the poem. The
reader must have an omniscient perspective while envisioning the poem. The details deriving

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around the desires of the disciples versus Jesus should enable this envisionment. The Last Supper
is a very powerful painting in which has been studied and evaluated for centuries. I found it
important for me to analyze this poem in order for it to inspire others as well.