1. Emily Dickinson is known for her use of dashes and capitalization. However, when her poems were first published in 1890, the publishers removed these elements.

Write a new copy the poem, leaving out the unconventional capitalizations and dashes. Read the poem again.

How does the absence of the dashes affect the poem’s rhythm? How does a lack of capitalization take away from your understanding of the poem’s “characters” and concepts? Write your responses to these questions.

Next, read the poem “Grief” by Elizabeth Barrett Browning. This poem also deals with death but takes a more serious tone. Re-write the poem, and, taking a cue from Dickinson, use dashes and irregular punctuation to play with the poem’s rhythm and possible meanings of words. If you’re feeling inspired, feel free to make other changes to the poem. Some ideas include: breaking up stanzas, adding other punctuation, putting line breaks in different places, and switching up the spelling of words.

Trade poems with a partner, and read his or her reimagining of the poem. Take turns explaining your choices to each other. State what changes you made, and why you made them. How do those changes affect the way the poem is understood?

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