Poetry is one of the most expressive forms of literature. It can evoke emotions, set a mood, tell a story, or create a deeply and universally understood feeling in its readers. This makes expounding its elements, and understanding its rich meaning, comparisons, and symbols, even more important.
The TP-CASTT method of poetry analysis is a great way to teach students to dissect a poem and understand its parts. It helps students to uncover the deeper meanings within poems while giving them the confidence to be self-educators. TP-CASTT Poetry Analysis is an order of operations similar to PEMDAS for math. It asks students to list items in sequential order and answer questions based on their reading of the poem.
| T | TITLE | “Because I Could Not Stop for Death” might imply that the narrator cheated death in some way. |
|---|---|---|
| P | PARAPHRASE |
The poem begins by personifying death as a person in a carriage, who picks up the narrator as a passenger. As they ride around peacefully, they see many things: children playing, fields of grain, and finally the head stone of the narrator. Here, she realizes that it has been centuries since she died. However, it only felt like a few hours. |
| C | CONNOTATION |
Going beyond the literal meaning, Dickinson almost seems content with death. |
| A | ATTITUDE/TONE |
Using words like “kindly”, “leisure”, “passed”, “riding”, “slowly”, and “civility” suggests an attitude of comfort and peace. |
| S | SHIFTS |
A shift occurs in stanza six, in the last four lines. “Since then- ‘tis Centuries – and yet/ Feels shorter than the Day/ I first surmised the Horses’ Heads/ Were toward Eternity.” The previous attitude that seemed peaceful changes to an enlightenment that is startling. The speaker comes to the realization that the ride has been centuries and not hours. |
| T | TITLE |
After reading the poem, my interpretation of the title was incorrect. The speaker was unable to cheat death. No matter what, when it is your time, it will come unexpectedly. No one is prepared, just as the speaker was not prepared. |
| T | THEME |
The theme that 'Death is Eternity' is evident as the speaker realizes how far death goes as there is no concept of time. |
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Perform a TPCASTT analysis of "Because I Could Not Stop for Death". Remember that TPCASTT stands for Title, Paraphrase, Connotation, Attitude/Tone, Shift, Title, Theme.
Ask the students to guess what TPCASTT stands for. Help them analyze the purpose and objectives of this approach. Explain to them that this analysis is used to analyze poetry and helps to understand the meaning of that poetry on a deeper level.
TPCASTT is performed in stages. The first stage i to read and interpret the title which is “T” and the next is paraphrasing the stanzas and trying to make sense of what the author is trying to say in your own words. Students can first understand this breakdown and teachers can explain each stage in detail.
After students are done understanding the sequence of the analysis, show them a few poems as models as you walk them through the TPCASTT procedure. To make sure everyone is aware of the stages and their importance, talk about the students' findings and analysis in the class and get everyone involved in the discussion.
Divide the students into groups of 4-5 and ask them to choose one poem on which they want to perform this analysis. Students can use graphic organizers and explain their analysis in a creative way in front of the whole class.
Ask students to consider what they discovered about the poem and the poet's objectives once they have finished the TPCASTT analysis. Discuss any unanswered issues or areas of uncertainty. Ask the students to explain how they think this framework of analysis was useful and what new things they discovered and learned through it.
The title implies that the speaker cannot escape or avoid death. It suggests a quiet resignation or submission to the certainty of death. Ask the students to reflect on the meaning of the title before and after reading the poem. Teachers can use these interesting answers to conduct a discussion on the change in perspectives.
The images of the carriage trip, the playground at the school, and the setting sun are only a few of the important meanings. These evoke a feeling of serenity, acceptance, and the circularity of life and death. It also depicts the reality of life and the lifecycle of a person. Students can analyze the meaning of this journey from their own perspective and share it with the rest of the class.