Poetry Assignment Reflection Post

In translating the literal meaning of each word instead of taking the poem as a whole and translating it poeticaly I transformed a beautiful poem into meaningless babble. To correctly translate anything you need to understand not only the words of a language but the grammatical structure and the nuances of the language. Each language in the world has infinite complexity that sometimes not even native speakers fully understand. I have the upmost respect for those that study other languages and take on the task on bringing world literature to the masses.

Poetry Assignment

I discovered me
Abruptly, plus excessively over soon inside existence
Similar to the interior side about a building
That has been transformed into an exterior side following battles and destruction
I nearly misremember
What it exist into exist indoors. Not suffering now,
Not affection. Close also distant
Be twain by the alike range to myself
Along with same.

I at no time fancied what occurs to pigments.
Their destiny is humans' fortune: illuminated sad calm sleeps
Fashionable the recollection of black azure also twilight. Colorlessness
Exhales outside of a amaranth illusion. A breeze takes odors
Arising out of greatly gone
Plus the foliage of the hatzav be no more
Lengthy ere their alabaster blossom
That not at any time perceives
Apropos the adolescence inside bounce and dank adulation.
I bring up mine judgements towards the alps. Presently me conceive
What she auspices to drive scrutinize, what a abundant cargo
He be. However these rock-like desires,
The affliction-not-encore-to-live-inner.

Georgia Performance Standards: Unit Six

ELAWLRL1: Demonstrate comprehension by identifying evidence (i.e. examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representing different genres (i.e. poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as a basis for interpretation.

ELAWLRL2: Identify, analyze, and apply knowledge of theme in a work of world literature and provides evidence from the text to support understanding.

ELAWLRL3: Deepen understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods.

ELAWLRL5: Understand and acquire new vocabulary and use it correctly in reading and writing.

ELAWLRC2: Participate in discussions related to curricular learning in all subject areas.

Georgia Performance Standards: Unit Five

ELAWLRL1: Demonstrate understanding by identifying evidence (i.e. examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts in different genres (i.e. poetry, prose [short story, novel, essay, editorial, bibliography], and drama) and using this evidence as a basis for interpretation.

ELAWLRL2: Identify, analyze, and apply knowledge of theme in a work of world literature and provide evidence from the text to support understanding.

ELAWLRL3: Deepen understanding of literary works from around the world by comparing them to modern context or historical background and works from other time periods.

ELAWLRC1: Read a minimum of 25 grade-level appropriate books or book equivalents (about 1,000,000 words) per year from a variety of subjects. Read both informational and fictional texts in a variety of genres and modes of discourse, including technical texts on various subjects.

ELAWLRC2: Praticipate in discussions related to curriural learning ion all subject areas.

Georgia Performance Standards: Unit Four

ELA10RL1: Demonstrate comprehension by identifying evidence (examples of diction, imagery, point of view, figurative language, symbolism, plot events, and main ideas) in a variety of texts representing different genres (poetry, prose, drama) and using that evidence as a basis for interpretation.

ELA10RL4: Employ a variety of writing genres to demonstrate an understanding of significant ideas in selected literary works. Compose essays, narratives, poems, or technical documents.

ELA10RL5: Understand and acquire new vocabulary and use it correctly in reading and writing.

ELA10W1: Produce writing uses appropriate organization, sets a context and engages the reader, maintains focus throughout and signals closure.

ELA10W2: Demonstrate competence in a variety of genres.

ELA10LSV1: Participate in student-to-teacher, student-to-student, and group verbal interactions.

Georgia Performance Standards: Unit Three

ELA10C1: Demonstrate understanding and use of the rules of the English language in both written and spoken form.

• Demonstrate understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax.
• Correctly use clauses, phrases, and mechanics of punctuation and demonstrate an understanding of sentence construction and proper English usage.

Georgia Performance Standards: Unit Two

ELA10C2: Demonstrate understanding of a manuscript form and realize that different forms of writing require different formats.

• Produce writing that follows the appropriate manuscript requirements.
• Produce legible work that shows accurate spelling, punctuation, and capitalization.
• Use the correct format requirements including: pagination, spacing, and margins, and using source material with appropriate citations.
• Include works cited or bibliography when applicable.