Posted: October 26th, 2022

Free Response Question

 Preform a TP-CATT analysis on Stafford’s “Traveling Through the Dark” 

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Instruction to the TP-CATT In the first PDF File Below 

The second PDF is the temple for the real TP-CATT for the Poem “Traveling Through the Dark” 

TP-CASTT Poetry Analysis

T Title Before you even think about reading the poetry or trying to analyze it, speculate on what
you think the poem might be about based upon the title. Often time, authors conceal
meaning and give clues in the title. Jot down what you think this poem will be about

P Paraphrase Before you begin thinking about meaning or trying to analyze the poem, don’t overlook the
literal meaning of the poem. One of the biggest problems that students often make in
poetry analysis is jumping to conclusions before understanding what is taking place in the
poem. When you paraphrase a poem, write in your own words exactly what happens in
each line of the poem. Look at the number of sentences in the poem—your paraphrase
should have exactly the same number. This technique is especially helpful for poems
written in the 17th and 19th centuries that use language that is harder to understand.

C Connotation Although this term usually refers solely to the emotional overtones of word choice, for this
chart the term refers to any and all poetic devices, focusing on how such devices contribute
to the meaning, the effect, or both of a poem. You may consider imagery, figures of speech
(simile, metaphor, personification, symbolism, etc), diction, point of view, and sound
devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not necessary that you
identify all the poetic devices within the poem. The ones you do identify should be seen as
a way of supporting the conclusions you are going to draw about the poem.

A Attitude Having examined the poem’s devices and clues closely, you are now ready to explore the
multiple attitudes that may be present in the poem. Examination of diction, images, and
details suggests the speaker’s attitude and contributes to understanding. Think about the
tone of the poem and how the author has created it. Remember that usually the tone or
attitude cannot be named with a single word – think complexity.

S Shifts Rarely does a poem begin and end the poetic experience in the same place. As is true of
most us, the poet’s understanding of an experience is a gradual realization, and the poem is
a reflection of that understanding or insight. Watch for the following keys to shifts:

• key words, (but, yet, however, although)
• punctuation (dashes, periods, colons, ellipsis)
• stanza divisions
• changes in line or stanza length or both
• irony
• changes in sound that may indicate changes in meaning
• changes in diction

T Title Now look at the title again, but this time on an interpretive level. What new insight does
the title provide in understanding the poem.

T Theme What is the poem saying about the human experience, motivation, or condition? What
subject or subjects does the poem address? What do you learn about those subjects? What
idea does the poet want you take away with you concerning these subjects? Remember that
the theme of any work of literature is stated in a complete sentence and make sure to avoid


T Title

P Paraphrase

C Connotation

A Attitude

S Shifts

T Title

T Theme


Use the below template as a way to complete a TP-CASTT analysis over any given poem.


Before reading the poem, identify what the title
could mean?

Apply the analysis to the given poem.


Translate the poem on a literal level

Apply the analysis to the given poem


Extend the poem beyond the literal level;
emotional overtones of words, poetic devices


Apply the analysis to the given poem


Think about the speaker’s attitude

Apply the analysis to the given poem


What are the changes in the speaker’s tone or

Apply the analysis to the given poem

(TITLE x2)

Look at the title on an interpretive level. What
new insights does it provide in understanding the

Apply the analysis to the given poem


What is the author saying?

Apply the analysis to the given poem

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