POETRY ANALYSIS ESSAY
(10%)
Now that we have explored using literary studies to develop topics as an approach to
launching an argument about literature class, it is time for you demonstrate how you can apply
topics from the list to another poem in Part One. Review the list on page 82 and the issues noted
from our discussions .Choose one of the poems you read in Part One (Chapters1-3) and re-read
it. Try to come up with several questions about the poem you choose, referring to topics on our
list. Some questions to consider are: “What is the theme of the poem, and what difference does it
make to our understanding of the theme with the elements you notice?” Try to discover a claim
about the poem’s/poems' most significant meaning and the ways in which that meaning is
conveyed (which you will likely discover are generally inseparable). This meaning will help you
draft be your essay’s thesis statement Then select one or two of the questions you have
formulated, and freewrite for ten minutes in response to it. Be sure you have read Chapter 4
before beginning this assignment.
You will not simply make an obvious observation about some element is used in the poem or an
observation about what the theme is, but rather answer the question, “Why does this matter?” You must
clearly enunciate your claim regarding the poem’s meaning directly in your introduction. In the body of
your essay, you will show specifically what elements or techniques the poet uses to convey this meaning.
Recall our discussion of “The Chimney Sweep”. Blake does not expressly say the poem’s speaker is a
father to the others. He creates this meaning by giving examples of the speaker’s comforting the others
and himself
ASSIGNMENT:
Writing , revising and finalizing an 800-1000 word argumentative essay
PURPOSE:
The purpose of this assignment is to Explain your ideas about the poem/s in a
well-organized essay. You will argue a claim you have developed about your
interpretation of the poem and the significances of this clam... For all parts of
your argument, support your interpretation with specific textual examples. The
ideas you express will be unique to your understanding of the poem, and will
reflect an extension of the discussions we had in class.
AUDIENCE:
Your academic colleagues—a supportive community of writers. When
writing, you should focus on your audience and purpose and should use
diction, vocabulary and grammatical structure suitable for your college
educated audience,.
ORGANIZATION:
Develop a strong, clear thesis statement that articulates the meaning in the
poem/s you have chosen. Your thesis statement should answer this
question: What is this poem about? Your essay should then support that
thesis. Compose body paragraphs that effectively support your
interpretation of the poem/s and explain how the poem/s conveys this
message. Consider the questions about the poem’s speaker, audience,
setting, plot, structure, imagery, diction, language, tone, sounds, rhythms,
etc. Often dividing the poem into more accessible parts, although you
should not depend solely on the poem’s superficial structure for your essay’s
organization (i.e., avoid writing chronologically as you would in a poetry
explication by starting out “In line one, the poet says …,” “In line two, the poet
says …,” etc.) rather use parenthetical citations as used in the MLA format.
Remember to analyze not summarize.
RESEARCH &
DOCUMENTATION
Do not rely on others interpretations or ideas about the poem you choose.
Avoid the internet and “study sites.” You may find discussing your ideas
with your study group or other supportive members of the writing
community can help you clarify your argument. Peer critique can highlight
areas you may overlook. Quote or paraphrase the poem/s, your primary source,
to support your thesis, and correctly integrate your quotes. List your poem on a
Works Cited page and format your paper according to MLA style. You may use
one outside source (your secondary source) as a direct quote from a scholar
DUE DATE:
EVALUATION
CRIERIA:
SEE SYLLABUS
Evaluation criteria for all work is posted on the Learning Web in the
course requirements . For a quick reminder note:
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Quality of content
Strong thesis statement with an essay that explores the thesis in its
entirety
MLA formatting
Quotes from your primary text and your secondary scholarly source
Grammar and mechanics [Grading ceases at the third sentence level
error]
Length 800 1000 words minimum length