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      <title>Reading and Analyzing Poetry by Marshall Comp II Commonplace Book</title>
      <link>https://padlet.com/miranda_marshall/59p9oqx79ovr</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2016-02-13 03:23:38 UTC</pubDate>
      <lastBuildDate>2017-05-17 02:30:16 UTC</lastBuildDate>
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         <title>Pages 75-91</title>
         <author>miranda_marshall</author>
         <link>https://padlet.com/miranda_marshall/59p9oqx79ovr/wish/94955361</link>
         <description><![CDATA[<div>I guess you could say I'm a pretty "to the point" kind of person. When it comes to poetry, it is not my strong suite unfortunately. Reading through this did help me think of different ways to read and understand it. I like that Poetry is what you can make of it. Robert Frost is probably my favorite. His writing I quite interesting and exciting. I was getting a little confused the more I read though. I understand the rhythm, sounds and structure when it comes to poetry and free writing, I'm all for that. But, the whole Haiku and iambic pentameter....whoa. I will probably have to read that a few more times. My question is why? It seems like a lot of trouble to just make a certain kind of poem. Which honestly I don't understand it. Although, I can appreciate it. Learning to read and listen to it will help me understand and be the best I can be for this class. I do love reading simile's and metaphor's. I think it spruce's up the story or whatever you're reading. Also, I did enjoy the fact of reading the "sounds" in poetry. I think there is a lot of meaning behind that and can be really interesting to read. I am excited to read and learn more poetry.&nbsp;<br><br><a href="http://www.internal.org/Robert_Frost/Ghost_House">http://www.internal.org/Robert_Frost/Ghost_House</a><br><br>I remember reading this in high school as well as "The Road not Taken". His poems are full of energy and spark that can take you into another world.</div>]]></description>
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         <pubDate>2016-02-13 03:25:04 UTC</pubDate>
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