English Composition and Literature Dr. Linda Reesman Poetry Writing Assignment Poetry Writing Assignment Analysis Essay Directions: In an essay of approximately 750 words (3 full typewritten pages, not 2 ¼ ), double‐spaced, analyze one or both of the poems from the handout on Marianne Moore’s “Fish” and Allen Ginsberg’s “A Supermarket in California,” or from the handout on Shakespeare’s Sonnets (from which you may choose to discuss more than one sonnet in your essay). Discuss in your analysis how this poem (1) tells a story, (2) describes a mood, or (3) dramatizes a situation. Please use the poetic conventions as discussed in class to build your argument and provide evidence with specific examples from the poem. Some of these poetic conventions include but are not limited to: point of view, physical form, rhythm, rhyming scheme, line length and variation, alliteration, assonance, imagery, symbolism, contradiction or paradox, diction, and personification. 1. Use direct quotes from the poem. 2. Cite line numbers in parentheses following the ending quotation mark but before the period of your sentence. 3. All poem titles are punctuated with quotation marks, not underlined or in italics. 4. Format typed essay according to the MLA style for writing short papers. 5. Use a heading MLA style and a title for your paper centered below the heading. 6. Add page numbers in the upper right‐hand corner of the page following your last name on all pages but the first. This paper is your interpretation but should be well‐supported with evidence from the poem(s) to back up your opinions. One example is not enough to show a pattern developed by the poet; however, several examples that show the poet’s emphasis should be presented. Use your understanding of form and content to create a complete picture of your own ideas to the reader. Assume the reader has not read this poem. Workshop draft; due in class: Final revision due: (Final revision and draft with student comments) Rubric for Poetry Writing Assignment Dr. Linda Reesman A‐B+ Development of Development topic covers topic in depth and is comprehensive Ability to analyze Shows original and interpret poetry insights and makes clear connections Use of supportive Examples details & examples specifically illustrate major ideas Correct use of Writing shows language skills evidence of mastery of language B‐C+ Development covers topic with some depth Shows some insight with occasional connections Examples generally illustrate major ideas C‐D+ Development covers topic superficially Shows little insight and no clear connections Examples are lacking or weak with little explanation Writing shows Writing shows generally good interference in mastery of language language mastery Assessment of Hamlet Research Project
Elise Denbo
Assessment
Sixteen students submitted final papers on Hamlet on or before May 20, 2010. This project was
“scaffolded”: it was built on preliminary assignments, library visits, and in-class writing workshops
whereby students developed outlines, early drafts, and integrated critical material for their paper.
Students received the rubric for the project along with the written assignment in early April. When
students submitted their final paper, they attached a checklist that reinforced important requirements
outlined in the rubric.
Results
Library visits, preliminary assignments, and writing workshops helped students understand the
assignment, how to develop their interpretation of Hamlet while maintaining their own voice and
incorporating other critical points of view for support. 31% of students received ‘A’ grades, 44%
‘B’ grades, and 25% ‘C’ grades. No paper received an ‘F’ although two papers were not submitted
and remain incomplete.
Summary
The rubric, especially when handed out as a guide, helped clarify the goal of the project as well as
the various writing / research steps that led to the final paper. Students also indicated that a final
checklist helped clarify paper requirements. Such a checklist not only reinforced the rubric, restating
requirements in a bullet-type format, but also helped students assess their own paper as they checked
off the list.
In addition, the rubric offered me an opportunity to consider my own parameters and requirements
for the assignment, not only ways to explain these to the students but also how to put them into
practice.
Summary Rubric Score Sheet
Course: EN-102
Section: LC 1
Professor: Denbo
Assignment: Research Project on Hamlet
Class Size: 18 Students (Score Sheet based on 16 submitted papers)
Elements
(Project Goals)
Addresses all parts of the
assignment and presents a
critical lens or thesis that
integrates literary and
cultural views of Hamlet,
making appropriate and
coherent connections
throughout the essay
(40%)
Demonstrates an
understanding of the
chosen topic and research
through summary,
explanation, and analysis
of relevant material (25%),
Maintains own voice,
develops own insights and
thoughts while referencing
the required number of
sources for support,
identifying the sources
formally or informally
(20%)
Communicates clearly
and effectively, using
appropriate conventions
of language (e.g.
paragraph and sentence
coherence, grammar,
spelling, punctuation).
(15%)
4
3
2
6
6
4
7
6
3
6
7
3
6
7
3
1
0