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Prufrock Analysis

This document is a worksheet for analyzing T.S. Eliot's poem "The Love Song of J. Alfred Prufrock." It contains 25 questions to guide students in a close reading of the poem. The questions prompt students to analyze literary elements like metaphors, similes, tone, and themes in the poem. They also ask students to interpret specific lines and stanzas. The goal is for students to gain a deeper understanding of the speaker's character and the overall meaning and message of Eliot's Modernist poem.

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N. O.R.
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395 views4 pages

Prufrock Analysis

This document is a worksheet for analyzing T.S. Eliot's poem "The Love Song of J. Alfred Prufrock." It contains 25 questions to guide students in a close reading of the poem. The questions prompt students to analyze literary elements like metaphors, similes, tone, and themes in the poem. They also ask students to interpret specific lines and stanzas. The goal is for students to gain a deeper understanding of the speaker's character and the overall meaning and message of Eliot's Modernist poem.

Uploaded by

N. O.R.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Introduction to Modernist Poetry — http://edsitement.neh.gov/view_lesson_plan.asp?

id=615

Prufrock Analysis Worksheet


Student Name ___________________________________________________ Date ________________

Read the work by T.S. Eliot, then answer the questions about the pertinent lines listed below:

“The Love Song of J. Alfred Prufrock”: Guiding Questions for Students


Lines for Close Analysis

1) Lines 1-13 1) Who is the speaker of the poem and to whom is


the poem addressed?

2) Lines 1-15 2) Where is the speaker? Describe the time of day,


place, etc. What parts of the poem support your
answer?

3) Lines 1-15 3) Identify two SIMILES in the opening stanza.


What do these similes suggest about what is being
compared to something else?

4) Lines 14-15 4) What room is the speaker describing?

5) Lines 15-23 5) Identify the primary METAPHOR in this stanza.


In other words, to what does the poet indirectly
liken the yellow fog? Note specific elements/words
from the poem to support your answer.

Permission is granted to educators to reproduce this worksheet for classroom use


Introduction to Modernist Poetry — http://edsitement.neh.gov/view_lesson_plan.asp?id=615

6) Lines 23-33 6) What is the primary argument of this stanza?


Sum up the argument in one sentence.

7) Lines 32-33 7) What does the speaker mean in lines 32-33?


What does this argument have to do with what is
“happening” in the poem?

8) Lines 37-48 8) What is the speaker’s emotional state at this


point in the poem? What are his primary
concerns?

9) Lines 46-48 9) Why do you think the speaker is stalling when it


comes to socializing? Is this a speaker with whom
you’d like to sit down and chat? Why or why not?

10) Line 51 10) What does the speaker mean in line 51?

11) Lines 49-69 11) Identify the poem’s use of REPETITION? What
effect does repetition have on the poem’s
meaning?

12) Lines 49-69 12) What is the speaker’s TONE at this point in the
poem?

Permission is granted to educators to reproduce this worksheet for classroom use


Introduction to Modernist Poetry — http://edsitement.neh.gov/view_lesson_plan.asp?id=615

13) Lines 62-66 13) Whom is the speaker describing?

14) Line 66 14) Re-read line 66. What stands out about the act
of digressing?

15) Lines 75-86 15) Do you think the speaker himself is digressing?
Identify parts of the poem to support your answer.

16) Lines 75-86 16) What is the primary argument of this stanza?

17) Line 85 17) Who/What is “the eternal Footman”?

18) Lines 86-98 18) How does this setting relate to the setting of the
poem’s opening stanzas?

19) Lines 90-98 19) Describe the speaker’s relationship to speaking


itself? Is he effective at expressing himself and/or
telling a story? Why or why not?

20) Line 104 20) What is your analysis of line 104?

Permission is granted to educators to reproduce this worksheet for classroom use


Introduction to Modernist Poetry — http://edsitement.neh.gov/view_lesson_plan.asp?id=615

21) Lines 111-119 21) What is the primary argument of this stanza?

22) Line 117 22) Define “obtuse.”

23) Lines 120-125 23) Has the speaker finally admitted his primary
concern? What effect does “growing old” have on
the speaker’s socializing?

24) Line 125 24) Re-read line 125. Why does the speaker think
this?

25) Lines 129-131 25) What is the speaker’s final tone?

Notes/Comments for Class Discussion

Permission is granted to educators to reproduce this worksheet for classroom use

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