Contents introduction chapter. I. The general information about luise glück

CONTENTS
INTRODUCTION……………………………………………………….......................................3
CHAPTER.I. THE GENERAL INFORMATION ABOUT LUISE GLÜCK……………………………..…………………………................................................…..8
1.1 Lifestyle and awards of the writer………………..............................………………8
1.2 Poems and books of the writer …...…..……………...……...........................…...24
CHAPTER II. ANALYSIS OF LUISE GLÜCK POEMS………….........………………………………...………...............................................33
2.1 The language of the works…………………......................................................14
2.2 In these days new works…....................………………………..….....................…..25
CONCLUSION………….…………………………………………..…….............................….…..32
BIBLIOGRAPHY………………………………………………………...............................……….34


INTRODUCTION
In these days, the quality of education is given great attention in our society. We can see the proof of this in several decrees of our president. For example, in accordance with the decision of our president on October 8, 2019, the field of higher education is being further developed. This decision is "PF-5847 on approval of the concept of development of the higher education system of the Republic of Uzbekistan until 2030". In this decision, the teaching of foreign languages ​​was also discussed and measures were taken to provide them with various training manuals and literature to further strengthen the knowledge of personnel and to study them in depth. "ta’lim to‘liq xorijiy tillarda olib boriladigan ta’lim yo‘nalishlari va mutaxassisliklari, fakultetlar salmog‘ini oshirib borish; [ 1. 5]
What is Poetry?
It is literature, like the other stuff we study in class.
It is art: the way a poem looks is important.
It is about form and content.
"A moment of truth"
Poetry:
-always awakens our senses, promotes literary.
-helps students to draw a sketch or image of everything in their mind
which they can feel, explain and talk about.
-is musical and rhythmic, so it catches everyone's attention.
-is universal and global so it connects people.
What is the poetic language?
Poetic language also called poetic devices.
Poetic language are the tools of sound or meaning that a poet can use to make the poem more surprising, vivid, complex or interesting. Examples of these tools include alliteration, onomatopoeia, imagery, metaphors and similes and allusion.
Language poetry is an avant-garde movement that places emphasis on the reader's role in creating meaning. It began in the 1970s as a response to more traditional poetic forms.
The poets associated with this movement sought to involve the reader in their text. They believed that language dictated meaning rather than form or other literary devices. By breaking their language up, they require the reader to put in more effort and creativity to figure out what the poem is about or decide for themselves (from their own perspective) what the poem is about. Language poems are usually longer, non-narrative and often resemble prose more than traditional verse.
Language poetry is writing that seeks to include the reader in the poet's creation of meaning. Elements of language poems include fragmented images, a juxtaposition between the familiar and the absurd, and the use of lines of varying lengths.
How Do I Analyse Language in Poetry?
Finding it difficult to know where to start when you are asked to analyse language in poetry? Perhaps you are studying for your English Literature exam? Let us break it down for you with 5 easy steps:
1. Focus on what you know.
Remember that poets are often describing very ordinary things that you have seen or experienced – love, friendship, arguments, nature. So don’t panic! The unique thing about a poem isn’t usually what is being said – but how it is being said.
The poet Seamus Heaney, in his poem Storm on the Island (1966), uses images and sounds to describe a storm:
Even if you don’t know some of the words used in this extract, do not panic. If this happens outside of an exam, you can simply look up the words to find out what they mean. However, if this happens during an exam, do not try to talk about the language you do not understand. Only discuss the parts that you do understand.
2. Highlight parts that can help answer the question.
Let’s imagine that our question is this: How does this part of the poem bring the storm to life?
We are only going to highlight the parts that:
a) make the storm seem alive (since this is the focus of the question).
b) we understand completely.
3. Analyse only the most interesting language first.
We don’t have time to analyse every single word that we have highlighted, so we are going to ‘zoom in’ on specific language that we think is the most interesting and the most powerful.
We highlighted the first line in this extract because it makes the wind sound like it is deliberately moving – but exactly what language creates this effect? There are several things that make this word powerful and make the wind seem alive:
The verb ‘dives‘ describes a deliberate, sudden, pointed action which usually ends in hitting something – usually water.
The verb ‘dives‘ personifies the wind (makes it seem like a human).
The verb ‘dives‘ suggests that the wind is attacking the people (‘we’).
4. Make suggestions about why the poet has chosen this language.
Now we need to think about why the poet has chosen this language. The question has told us that the storm seems alive, and we have now identified that the storm also seems like it is deliberately launching an attack on the people.
Now we need to make suggestions about why the poet wants to make the storm seem this way. Again, do not panic if you think you do not know. Even the teachers do not know exactly why a poet has chosen certain language! Only the poet knows – and we can’t ask him. So we just need to show that we have some suggestions.
Perhaps the poet has done this for one of the following reasons:
to make the storm seem threatening and dangerous.
to emphasise the power of the storm compared to the people who are experiencing it.
to suggest that the place itself is under attack, almost like it is a war zone.
to encourage the reader to feel more fearful of nature and to respect its power.
to convey how vulnerable it can feel to be on an island up against such an ‘enemy’.
5. Build on your argument using extra evidence.
Now that we have made a few suggestions about why the writer has used this language, it’s time to support our argument using extra evidence from the poem itself!

Here are some examples from the other line we highlighted above:

The alliteration created by the repeated ‘w‘ sound (‘we‘, ‘while’, ‘wind‘) imitates the sound of wind blowing, helping the reader to experience the storm more keenly and feel even more threatened by it.
The image of attack is extended by the later use of the verb ‘bombarded‘ – not only ‘diving‘ now but actually hitting things – again like a warzone against an enemy.
The storm seems to have increased its attack by the third line in this extract – the sounds have changed from sibilant (‘s‘) to plosive (‘b‘, ‘p‘).