How do poets express self, identity and the concept of home in their
work? Do they use poetic devices, imagery, rhythm, allusions, meaning,
tone, mood, or something else? The language of identity reveals our
values and our heritage.
Assignment: Write a compare and contrast essay (approximately 7501000 words) regarding two poems that reflect the theme of identity
Each poem must be:
1. Printed-then each line of the poem marked numerically (note that songs can
and should be condensed into one page)
2. Marked up with sense, structure, tone, mood, poetic devices, topic
3. Referenced in a properly formatted bibliography at the end of the essay. You
can use books or the internet
4. Include quotes in your essay. I will show you how to reference poetry quotes. No
quote bombs.
Timeline:
Tuesday, Nov. 24th- Choose poems and find likeminded people to compare ideas. Mark up
your poems and begin outline.
Wednesday, Nov. 25th- Venn Diagram and graphic outline comparing the poems.
Thursday, Nov. 26th – Begin outline for essay
Weekend homework – finish outline.
Monday, Nov.30 – In-class essay
Tuesday, Dec. 1 – In-class essay. Essay due at the end of class.
Steps
1. Choose two poems from the list
2. MARK THEM UP with sense, structure, tone, mood, poetic devices and topic. Use the
internet to research!!! You can research the meaning, the historical background, the
purpose, the biography of the poet, the social context- anything. This will help
enhance the “sense” of your poem.
3. Do a compare and contrast graphic organizer.
4. Decide what traits need to be compared. The meaning? The purpose? The devices?
The tone? The mood? The history? The author’s influences?
5. Do an outline- Mandatory!!!
The African American
Identity
The Negro Speaks of
Rivers- Langston
Hughes
Heritage- by Gwendolyn Bennett
The Aboriginal Identity
Identity Crisis- Gary
Gottriedson
My Heart Soars- Chief Dan George
Always Told I Was A White Girl- by Tara Shannon
Geographic identity
Empire State of MindJayZ
We Are More- Shane Koyasan
Canadians- Mariam Waddington
The Town- Macklemore
Sexual Identity
Tattoos- anonymous
Same Love- Macklemore
We Exist- Arcade Fire
Poems about war by
Wilfred Owen
Live Life!
O’ Me, O’Life by Walt
Whitman
Anthem for Doomed Youth
Dulce et Decorum
Lose Yourself- Eminem
Possible websites to use:
www.rapgenius.com
http://www.poetryfoundation.org/
http://www.sparknotes.com/
http://www.poetryinvoice.com/
http://www.shmoop.com/
http://www.poets.org/
Follow these simple rules when quoting and citing poetry.
1) When you quote exact words, phrases, or lines from poems, set the quotations off with
quotation marks and cite the line from which the textual material comes in parentheses at
the end of the sentence containing it. Punctuate your sentence — that is, put your
punctuation mark outside the end parenthesis.
Ex.: According to the poem, “tender is the night” (35).
2) When you quote consecutive lines of poetry (lines that follow each other in the poem),
use a virgule (/) to indicate where the lines “break” (are separated) in the poem. Then, in
your parenthetical citation, list the first and last line quoted, separating them with a hyphen
(dash).
Ex.: According to the poem, “tender is the night, / And haply the Queen-Moon is on her
throne, / Cluster’d around by all her starry Fays” (35-37).
3) When you quote four or more consecutive lines of poetry, use “long quotation” or
“blockquote” formatting. Introduce the quotation with a short signal phrase; begin the
quotation on the following line; indent the quotation twice; double space; punctuate
exactly as in the text; cite lines parenthetically at the very end, outside the final punctuation.
Do not punctuate the parenthetical citation.
Ex.: The poem describes the night thus:
… tender is the night,
And haply the Queen-Moon is on her throne,
Cluster’d around by all her starry Fays;
But here there is no light … (35-38)
4) When you use quoted material from multiple lines but do not quote those lines
consecutively, put a comma between the line numbers in your parenthetical citation and
make sure the order of the line numbers in the parentheses corresponds to the order of the
quoted material in the sentence.
Ex.: The speaker tells us that, “tender is the night”; however, “here there is no light” (35, 38).
5) Do everything else as you would if you were quoting prose. Use ellipses (three dots) to
show where you have removed words (ex. “on the … wings of Poesy” (33).). Use brackets to
show where you have made minor adjustments to grammar (ex. The speaker states that
“Darkling [he listens]” (51).).
6) Remember that as a writer you get to decide where to begin and end quoting the text:
cut off quotations before awkward, unnecessary punctuation marks.
Ex.: The poem states that, “haply the Queen-Moon is on her throne” (36).
NOT: The poem states that, “haply the Queen-Moon is on her throne,” (36).
7) Always proofread quotations: double-check that your quotations are accurate and that
you have not made any changes to the text in transcribing it into your paper.
Compare and Contrast Essay for Poetry with Quotes Rubric
10 /9
Poetry Mark-up
8.5/8/7.5
All components are complete
on both poems: sense,
structure, tone, mood, topic
and poetic devices
Some components are
complete: sense, structure,
tone, mood, topic and
poetic devices
Some components are
complete: sense,
structure, tone, mood,
topic and poetic devices.
Could use more analysis
Lines are numbered
Lines are numbered
Could use much more
analysis OR some may be
wrong
Too many errors OR not
enough evidence of
thought
Lines may or may not be
numbered
Lines may or may not be
numbered
States how poem reflects
identity but may be
confusing or basic.
Supporting reasons may or
may not be previewed.
Thesis is not easily
understood with little or
no reference to the
question.
Strongly and clearly
states the themes of
identity. Previews
the supporting
reasons.
Creative and
insightful
Conclusion is strong.
Supporting
Details (quotes
and evidence
from poems)
Provides strong
details, reasons
and/or examples in
support of the thesis.
Clearly states a how this
poem(s) reflects identity.
Previews the supporting
reasons.
Intro may be basic.
Conclusion wraps up
argument but could be
stronger.
Provides little or
no support of the opinion.
Argument is intelligent.
Understands the big ideas.
Argument is correct but
could be more mature or
insightful. You may have
missed some key ideas
Argument is simple but
correct. Could be more
mature or insightful.
Quotes are integrated
seamlessly.
Formatting is flawless
Quotes are integrated but
could be integrated smoother
Quotes could be integrated
better. Some quote bombs
Formatting may or may not be
flawless but obvious effort is
made to try
Formatting needs to be
improved
Sentences and
paragraphs are
complete, well written
and varied.
Sentences are varied and
complex. Paragraph structure
is generally correct.
Sentences are sometimes
varied and complex.
Paragraph structure is
generally correct.
Insightful, intelligent
argument about
identity.
Bombs and
Formatting
Format/
Organization
Essay is organized
regardless of essay
type
Mechanics and
Grammar
Intro and/or conclusion is
weak or absent
Provides some reasons
and/or example in support
of the thesis. Evidence
may be weak or not match
argument.
A mature
understanding of the
subject.
Use of Quotes
Intro and/or conclusion
does not wrap up thesis.
Provides details, reasons
and/or examples in support of
the thesis. Evidence fits to the
argument. May be slightly
irrelevant to thesis or weak
Quotes are very
relevant and strong
Argument
6/5.5/5
All components are
complete and
extensive: sense,
structure, tone,
mood, topic and
poetic devices
Thinking is obvious
Opening
Statement and
Conclusion
7/6.5
There are no errors in
grammar, spelling or
mechanics
Essay is organized regardless
of essay type
Few errors in grammar,
spelling or mechanics
Essay may not be
organized as well as it
should
Support is weak or
irrelevant.
Little or no evidence of
sentence or paragraph
structure.
Essay could be
organized better.
Some errors in grammar,
spelling and mechanics
Many errors in grammar,
spelling and mechanics
Needs to be proofread and
edited.
Needs to be proofread
and edited.