Research Paper
2010
The Process
PreAP English I
Preparation for research one week
before:
Set up Google Docs through a gmail
account
MLA citations from OWL website
Poet research database homework
assignment
Quoting, Paraphrasing, Summarizing with
article handout
Library Conduct & Expectations
 Two students per table maximum…spread out!
 Research independently…you are all
researching different poets, so there is no
reason to work together or talk to each other
 No socializing or “mixing” with students from
other classes.
 -5 points from your daily grade each time Mrs.
Rammos has to say something to you!
Library Day 2 – Begin Research!
Objective and things to remember:
• Find at least one source to use for the
biographical section of your paper – You
will show me your notes for your daily
grade at the end of class.
• You must do your research with books and
reference books only! (No computers –
only for online catalog)
• Make sure you record page numbers and
label where you paraphrase, summarize
or quote in your notes.
Library Day 3 – Continue Research
for the Biographical Section
Objective:
 Today you will continue your research over biographical
information for your poet. In this section, you must have
information from 3 different sources; therefore, your
objective today is to complete research for your
other 2 sources. You may use another book, research
database, or online sources.
 Make sure you gather NEW information from the other
two sources, not information you already have on your
poet or decide what information you are going to use
from one source and what information you are going to
from the others.
Example of Biographical Section
(The following example is to show you how you will use the
biographical research to write the biographical section of the paper.
This should help guide you in your research today.)
David Henry Thoreau was born on July 12, 1817 in Concord, Massachusetts
(Magill 1942). Twenty years after he was born in his grandmother’s farmhouse,
Thoreau chose to reverse his given names, to become Henry David, even though this
was not legally approved (Miller 12). Thoreau, who then went to Harvard, thought the
library “was the finest resource the college had to offer" (Miller 16). Stunned by the
amount of knowledge the college had to offer, Thoreau took advantage of it and soon
was employed as a teacher, pencil maker, historian, tutor, philosopher and a
handyman (Miller 2). Henry David Thoreau and his brother John Thoreau reopened
the school they attended as children, The Concord Academy, at which they did a
great deal of tutoring (Magill 1944). However, his brother passed away as a result of
tuberculosis, and the Concord Academy closed. Later, Thoreau contracted
tuberculosis after his social experiment in the woods that is famously known as “At
Walden Pond.” This transcendentalist masterpiece “[consists] of his reflections on
nature during his daily walks and comments on his readings” (Magill 1951).
Other than writing journals, Thoreau fought for the rights of all men. Being an
abolitionist, he refused to pay his poll tax in protest of slavery. Therefore, he was
jailed for one day, but someone paid his back taxes and Thoreau was released. This
experience prompted him to write “Civil Disobedience” where he states “If a law is
such nature that it requires you to be the agent of injustice…then, I say, break the
law” (“Henry David Thoreau”). His work inspired leaders like Ghandi and Martin
Luther King, Jr. Thoreau eventually succumbed to tuberculosis and died in 1862. He
not only left behind two published works but a very influential journal (Magill 1954).
Post-mortem, his reputation was very strong and his work so rich that he is called “A
man for all seasons” (Miller 20).
Things to remember for today:
 Make sure you are recording page numbers and keeping
up with what you paraphrase, quote, or summarize
 Recommended Databases:
Top 4 Databases for Poet Biographies are…
Gale - Literature Resource Center - look at the tabs on
the results page for biographies
Gale - Literature Resources from Gale - look at the tabs
on the results page for biographies
Facts on File - Bloom's Literary Reference - look at the
tabs on the results page for biographies
Gale - LitFinder - checkmark only biography when
entering subjects
On a piece of notebook paper…
 Write down the three sources that you are
using for the biographical section of your
research paper. Include the title of the book or
article, as well as what type of source it is (book,
reference book, research database, online).
Make sure you put your name and class period
on your paper before turning it in!
 Also, turn in the Research Database Practice
homework that was assigned on Tuesday.
Library Day 3 – Literary Criticism
 Your objective for today is to find at least one of the
two sources you will use for the Literary Criticism
section of your paper. You will show me your notes and
sources for this section for your daily grade at the end of
class.
 You may use: reference books that specifically address
Criticism or “Analysis”, research databases (the Literary
Criticism tab), or online sources
 You may print from the computers or make copies of the
pages in books and annotate the sources you find (but
you need money to pay for the copies/printing) – this can
count as “notes” for this section of the project.
What is literary criticism?
 You are researching how literary experts perceive your poet and
his/her work.
 You need to research common themes, inspiration, structure, or
frequently analyzed poems.
 Stick to things you understand or make sense to you; remember
these experts are published professionals. Some of the material will
be challenging and difficult to understand.
 When writing this section, you will combine your research with your
own conclusions and commentary. A sample paragraph is on the
next slide.
“Criticism asks what literature is,
what it does, and what it is worth."
Encyclopedia Britannica
Literary Criticism Sample Paragraph
Topic Sentence
Often critics find that Frost is a man of many patterns, but has no
pattern at all. Frost often addresses nature, but diverts from nature within his
actual “nature” poems. According to critic William Scheick, in his poem
“October” he is “curiously askew for a poem about the disconcerting
approach of winter” (Scheick). Frost views nature as “antagonistic but he
likes it”; nature is not only a force to be reckoned with, but gives us “purpose
in life” (Amano). Although some may call this spiritual, with nature involved it
leaves the reader with ambiguity, trying to discern the patterns. According to
one critic, the lack of pattern could infer the poet's “own inner life, possibly
self knowledge" and that the poet "is acquainted but does not know" his
inner self well (Amano). Maybe the explication of his poems will never reveal a
pattern, remaining “clear on its surface but also more complex upon
reflection” (Scheick); however, the fact that there are no patterns – is in fact a
pattern.
Works Cited:
Amano, Kyoko. "Frost's Acquainted with the Night." The Explicator 65.1 (2006):
39+. Literature Resources from Gale. Web. 25 Mar. 2010.
Scheick, William J. "Frost's October." The Explicator 62.2 (2004): 96+.
Literature Resources from Gale. Web. 25 Mar. 2010.
Due at the end of class today:
At least one source and notes over literary
criticism complete for a grade. I will record
your grade the last 5 minutes of class.
Reminder: Sentence Structure Extra
Credit due tomorrow!
Library Day 5 – Finish Literary
Criticism Research
 Your objective for today is to find the second
source you will use for the Literary Criticism
section of your paper. You will show me your
notes and sources for this section for your daily
grade at the end of class.
 There will be another class in the center section
of the library. You may work on computers or in
the side sections. Keep in mind it may be loud
and distracting which means you are not to add
to that by talking. If you have a question, raise
your hand and I will come to you.
Homework for the Weekend
 Find the two poems you will analyze in the
analysis section of your paper – You will show
me the copies of the two poems and your poem
citations. *You will need hardcopies of your
poems for the appendix of your paper.
 You may find your poems in Books, Research
Databases, or Online sources
 When searching for poems, look for poems that
have similar poetic elements because you will
analyze both poems and their use of the same
elements.
For Example
 If my poet were Edgar Allan Poe and I chose to
analyze “To Helen” and “Annabel Lee”, I would
analyze how Poe romanticizes the idea of
women through allusions borrowed from
mythology, fairytales, and folklore. (Paragraph 1)
 I would also conclude in my analysis that Poe
uses images of the sea as a means to travel
back in time and return to his idea of peace and
comfort. (Paragraph 2)
 Do you see my topic sentences and focus for
this section of the essay?
Where do I start?
You need to complete detailed TP-CASTT
analysis of each poem
Compare pyramids for similarities or ideas
that you can develop in this section of the
paper
Library Day 6
 Wrap-up Research Day: Make sure you have at
least 5 sources to use in your paper with
complete notes and citations: two print sources
(books/reference books), articles from the
research databases, online sources
 Make sure you have a way to save your paper
components all in one place once we start
writing (google.docs, flashdrive, h://drive) and
that your turnitin.com account is ready to go! No
excuses!
Thesis Statements
Step 1
Let the writing process begin!
Thesis Statements
You need a focus before we begin the
writing process.
What is a thesis?
A thesis statement declares what you
intend to prove. A good thesis statement
makes the difference between a thoughtful
research project and a simple retelling of
facts.
Thesis Statements Continued
 Thesis Statement Example:
 Emily Dickinson often reveals parallels of her life through
her poetry, combining ambiguity with her creative poetic
writing style; she crosses boundaries of diverse
punctuation and diction to bring forth many tragic themes
through a nonconventional format that left her life a
mystery to many.
 Do we know the main topic/point of the paper?
 Where does this sentence go? (In the introduction)
 Get to the point of your paper, but make it evident to the
reader what your paper will be about. Your thesis can be
more than one sentence and it needs to be insightful.
Can your thesis statement change
throughout the writing process?
 Yes, your thesis statement can change; however, you
need a starting point.
 Based off of your research and notes right now, make a
claim about your poet and decide what direction you
want to go as a writer.
 Please use the thesis worksheet provided to create your
thesis. You will write your final thesis at the bottom and
turn in to me for approval next class.
 I’m here to guide you, but remember YOU are the writer
and YOU make choices about YOUR paper. I will not
write this paper for you – I did not complete research on
your author.
Works Cited Page
Step 2
MLA Format
Works Cited Page: What is MLA?
Modern Language Association
Collegiate expectation for documentation
of borrowed sources in writings relating to
literature, humanities, and language.
Visit the following website:
http://www.mla.org/style
Works Cited Page
What is a Works Cited Page?
It is a page that displays all of your
sources with correct citations according to
MLA format.
The Modern Language Association
continuously updates the format. Make
sure you use the guidelines for the 2009
MLA Format for all citations (it is the most
recent).
Format
The Works Cited page must:
 be typed in 12 pt. Times New Roman font
 be double-spaced with no extra space between citations
 have the title, Works Cited – centered, not underlined, bolded,
bigger font, etc. – just like the rest of the text!
 includes a list of all sources used to create the actual text of the
research paper (poems too!)
 have citations in alphabetical order by the first word of each
citation
 use a “hanging indent” if the citation goes to a second or
subsequent line
 italicize book titles and use “quotation marks” around article titles
 use correct punctuation…every period, colon, comma counts!!
 not include URLs in citations
 include Print or Web in a citation
Works Cited Page Example # 1
Notice the citations without authors
– they are still in alphabetical order
Works Cited
“Croatia.” The New Encyclopedia Britannica: Micropedia. New York: Penguin, 1991. 2:192-
Notice if you go to a second
line in your citation, you
should indent the second line
195. Print.
Eco, Umberto. Foucault’s Pendulum. San Diego: Harcourt, 1989. Print.
Franklin, Benjamin. The Autobiography and Other Writings. Ed. Kenneth Silverman. New
York: Penguin, 1986. Print.
Harrison, Patricia. Personal Interview. 19 Feb. 1993.
Kermode, Frank. “Criticism Without Machinery.” Literary Reflections, by R.W.B. Lewis. New
York Times Book Review, 11 July 1993. Print.
Leland, John. “The Impolitic: Fashion and its Critics Sell the Same Stereotypes.” Newsweek,
16 June 1996. Print.
“The Purdue Online Writing Lab (OWL)”. Web. 12 Feb. 2008.
Notice the date format above
Remember the new MLA updates –
make sure you type Web or Print,
italicize book titles, and do not
include URLs
Works Cited Page Example # 2
Example # 2
(Please look at the example we copied for
you from the OWL website)
**HINT: When you compile your Works
Cited page, if it does not look exactly like
the sample provided, something is wrong
with your Works Cited page!
What if I need additional help?
To see a list of criteria for an MLA Works
Cited page visit:
Works Cited Page Notes Link
Or
The Purdue Online Writing Lab (OWL)
Grading Guide for Works Cited Page
Your grade for the Works Cited Page will be
based off of the following criteria:
1. MLA Formatting and Guidelines for a Works
Cited Page – Did you follow instructions? Do
you have any formatting errors? Is your paper
formatted according to MLA guidelines?
2. Minimum of 5 Sources (this includes the
citations for your two poems and the required
sources)
Works Cited Page – Independent
 Your turn: Please gather all of your source citations
from your notes and begin typing your Works Cited
Page
 ALL sources should go on this page, including the
sources you got your poems from
 If you add more sources from now until the end of our
research paper, please add them on for your final
submission
 Your Works Cited page is due next class. Please bring a
hardcopy to class
 Make sure your google docs and turnitin.com accounts
are set up and ready to go
MLA Works Cited Rubric
Typed in 12 pt. Times New Roman font ______/10
1” margins on the top, bottom and sides ______ /10
Title = Works Cited, centered ______/10
Source citations are aligned on the left _______/10
Sources in alphabetical order _______/10
Included all of the required source information in MLA format, including
new updates with no citation errors _______/10
Used correct punctuation ______/10
Hanging indent - every line after the first line of the citation is indented
_______/10
Entire Works Cited Page is Double Spaced _______/10
Used at least 5 sources unless noted______/10
GRADE: __________
Biographical Section
Step 3: Part I of your research
paper
Biographical Paragraphs
Biographical Section:
 Your biographical section should be no more
than one - two paragraphs. Include only the
most salient (that is, the most important)
information.
 This section must include information from at
least three different sources. You may not
simply paraphrase one source, no matter how
good it is. Essentially copying the information
from another source is a pointless endeavor.
Biographical Section Continued
 Can I include interesting quotes that my author said?
Yes, please do!
 Can I include facts that I found interesting? Yes, you are
the writer – you make the choices!
 Do I use “I believe”, “I concluded” and add my own
opinion? Avoid phrases with personal pronouns;
however, you can add your own opinion without using
personal pronouns – yes, draw conclusions about your
author and add your own commentary, but remember it
is a formal academic paper, not a personal encounter
with the author. Do not refer to your author by their first
name – he/she is not your BFF!
Citing Sources – Parenthetical Citations
 Remember that you completed research and all
of your information and ideas came from your
research; therefore, even though you combine
your own writing with your research notes, you
still have to give credit within your paper
 To cite a source within your paper, you must use
a PARENTHETICAL CITATION: an abbreviated
reference to the complete citation on your Works
Cited page in parentheses at the end of the
information in the paragraph
Example Citing Sources:
 Coulthard sees the story written to show our world’s hunger, to
execute and “fulfills a deep and horrifying need” (Coulthard 27).
While Coulthard argues that the story’s gruesomeness meets our
wants, Jennifer Hicks argues that maybe Jackson was “looking into
the future of the American society” that is obsessed with reports of
“dysfunctional families, dysfunctional individuals, murder and
mayhem” (Hicks 5). She feels that “The Lottery” is ahead of its time
and that maybe Shirley Jackson was giving us a peek into the future
of us not even wincing when we see someone murdered. These are
just a couple of examples of critics who view “The Lottery” as a
“wake up call” to our society, but there are still several different
views of the short story (“The Wisher” ).
* Notice this source does not have an author; therefore, the student
cited the first two words. She also put the title in quotation marks
since it was a short story title.
Basic rules for proper parenthetical
source citation:
1. The first word that should appear in the source citation should
correspond to the first word of the corresponding entry as it is on
your Works Cited Page.
2.
A page number is required when the corresponding source has
page numbers (all books and reference books). An interview,
research database, or web information, for example will not require
a page number.
3.
If the first word of the source citation corresponds to the first word
of two or more entries on the works cited page, then additional
clarifying information is needed. You might include the first word of
the book title…For example (“Edgar Allan Poe”; American) ;
“Edgar Allan Poe”; Modern).
4. If you use a direct quotation, the parenthetical citation must go
immediately after the closing quotation marks, even if it lands in the
middle of the sentence. If you are summarizing or paraphrasing,
the parenthetical citation goes at the end of the sentence.
What do you do if there is no author name
in your citation?
 If your citation does not have an author, you will
include the first few (usually two) words of your
citation from your Works Cited Page.
 Example Below:
These are just a couple of examples of critics
who view “The Lottery” as a “wake up call” to our
society, but there are still several different views
of the short story (“The Wisher”).
* Notice this source does not have an author;
therefore, the student cited the first two words.
The student also put the title in quotation marks
since it was a short story title/article title.
Biographical Section – Credit to sources
Even if you paraphrase or summarize a
source, you must give credit or it is
considered plagiarism!
If you copied notes from a source and
wrote them word for word, make sure you
put quotation marks around them and give
credit at the end of the sentence – they
are not your words!
Grading Guide for Biographical Section
 You give credit to the source/author and avoid
plagiarism
 Your citations are formatted correctly according
to MLA format
 You cite at least 3 different sources that appear
on your Works Cited Page
 You use a variety of sentence structure tools,
including complex sentences
(You will not receive an “A” on this section if
every sentence starts with “He was, He was, He
is, He was etc.”)
Biographical Section Preparation: Your turn
 Now look at your Works Cited page. I want you to write down using
parentheses how you will cite them in your paper.
For example, if my citation was:
 “Crossing Brooklyn Ferry.” Masterplots II. Pasadena, California:
Englewood Cliffs, New Jersey, 1992. Volume 2: 473. Print.
 My citation will be (“Crossing Brooklyn”) because this example
reflects how I will write it in my paper.
If my citation was:
 Miller, James E. "Song of Myself." The Walt
Whitman Archives. 1995. The Walt Whitman Encyclopedia.
Web. 24 Mar. 2009.
 My citation will be (Miller).
*Make sure you understand that in your paper, you will have to include
page numbers...example (Miller 5).
Rough Draft Due next class for
Biographical Section
 Your typed rough draft of the biographical section is due
tomorrow for a daily grade. We will revise and edit
this section tomorrow. After we revise and edit this
section, we will go to the computer lab to make
corrections; therefore, please make sure you have a
way to access your paper (flashdrive or google docs
recommended!)
 12 point Times New Roman Font ONLY! Double
space and indent paragraphs!
 This does not take the place of your
introduction...we will write the intro and conclusion
at the end.
Graded Works Cited
Pick up your graded Works Cited page
from the front table
Look over the notes and missed points on
the rubric
You must fix all of the issues before
resubmitting it with the final draft of your
biographical section
Biographical Revising and Editing
 Spell out any number 0 - 100, excluding dates
(keep dates the same – do not spell out)
 Do not use contractions (Example - change:
wasn’t to was not)
 Do not refer to your poet by their first name
 Do not use exclamation marks
 Avoid informal language (remember diction is
just as important to the writer as it is for the
reader)
 Place quotation marks around poem titles,
italicize book titles
Sentence Structure
How can we combine the following sentences:
 Lewis Carroll contemplated numerous titles
before finally settling on Alice’s Adventures in
Wonderland.
 He hired an illustrator for the Alice books.
 He published the books in 1863.
 He wrote the adventures to entertain children.
 Carroll received criticism for his serious poetry,
but was “praised for his nonsense and
humorous works”.
Sentence Structure Continued
Review each sentence and find a way to
combine a few of them.
Remember to cut out the “fluff” in your
writing
Use your sentence structure tools – they
are your friends!
Writing
Did you use your own commentary in
support of your research or are your
paragraphs simply regurgitated facts?
Do your paragraph(s) flow and are they
organized?
Do you cover enough material to give me
a glimpse into your poet’s life?
MLA Citations
Do you have 3 different sources cited in
your paper and are they formatted
correctly according to MLA and your works
cited page?
Example: (Miller 2)
Example: (“The Well”)
Example: ( Walt Whitman; American 4)
Biographical Section
 Your final draft for the biographical paragraph is due
next class period for a quiz grade. You will
submit your paper to turnitin.com and bring a
printed copy to class. Attach your works cited
page (corrected and updated) behind your
biographical section when you bring your final copy
to class.
 Make sure you use the MLA heading, title =
Biographical Section, 12 point Times New
Roman Font ONLY! Double space and indent
paragraphs!
(Bring literary criticism notes next class – we will
begin the next section)
Biographical Paragraph Grading Rubric
(Major Grade)
Biographical Paragraph Grading Rubric (Major Grade)
Grading Criteria – Biographical Section
Maximum Points
3 different sources cited from Works Cited Page
30
Parenthetical citations formatted correctly according to
15
MLA Format; citations correlate with Works Cited Page
Content and Focus - writer makes choices in writing that
25
enhances their paper. The information clearly relates to the
main topic. It includes several supporting details and/or
examples. Information is organized with well constructed
paragraph(s). Student uses their own commentary and ideas
in support of research.
Writing Conventions and Formatting - Student uses
15
sentence structure tools to form complex sentences and
student follows formatting instructions (12 point font,
Times New Roman, double spaced, indented paragraphs,
etc.)
Submitted to turnitin.com and brought a printed copy to
15
class with a an updated Works Cited Page attached
Grade: ____________
Points Earned
Literary Criticism Section
Step 4: Part II of your research
paper
Literary Criticism Section
 The literary criticism section should be one
paragraph. Include only the most salient (that is,
the most important) information.
 This section must include information from at
least two different sources (you may include
more than one source – the more the better!)
You may not simply paraphrase one source, no
matter how good it is. Essentially copying the
information from another source is a pointless
endeavor.
Literary Criticism
 What is literary criticism? “Criticism asks what
literature is, what it does, and what it is worth."
Encyclopedia Britannica
 What are you supposed to do in your paper?
You have gathered literary criticism from at least
2 different sources. Now you will combine your
research with your own conclusions and
commentary to compose a paragraph that
focuses on your poet’s style, subject matter,
body of work, literary impact and influence.
Literary Criticism Paragraph Example
 Often critics find that Frost is a man of many patterns, but has no pattern at
all. Frost often addresses nature, but diverts from nature within his actual
“nature” poems. According to critic William Scheick, in his poem “October”
he is “curiously askew for a poem about the disconcerting approach of
winter” (Scheick). Frost views nature as “antagonistic but he likes it”;
nature is not only a force to be reckoned with, but gives us “purpose in
life” (Amano). Although some may call this spiritual, with nature involved it
leaves the reader with ambiguity, trying to discern the patterns. According to
one critic, the lack of pattern could infer the poet's “own inner life,
possibly self knowledge" and that the poet "is acquainted but does not
know" his inner self well (Amano). Maybe the explication of his poems will
never reveal a pattern, remaining “clear on its surface but also more
complex upon reflection” (Scheick); however, the fact that there are no
patterns – is in fact a pattern.
Works Cited:
Amano, Kyoko. "Frost's Acquainted with the Night." The Explicator 65.1 (2006):
39+. Literature Resources from Gale. Web. 25 Mar. 2010.
Scheick, William J. "Frost's October." The Explicator 62.2 (2004): 96+.
Literature Resources from Gale. Web. 25 Mar. 2010.
Literary Criticism Example
 Can you locate the topic sentence?
 Did you see how the writer combined their own
commentary/conclusions with other critics?
 Literary Criticism section can focus on one – two
works, or you can take a broader approach and
focus on their works as a whole.
 You are the writer - make choices in your writing
that are interesting and add variety to your
paper.
Grading Guide for Literary Criticism
Section
 You cite at least two different sources in your
paragraph from your Works Cited Page
 You do not plagiarize and give credit to the
source/author
 Your citations are formatted correctly according to MLA
format
 You use a variety of sentence structure tools, including
complex sentences
 You add your own commentary in support of your
research/evidence
 You submit your assignment to turnitin.com and bring a
printed copy to class attached to your updated Works
Cited page on the due date
Literary Criticism: Your Turn
 Your literary criticism paragraph is due
tomorrow for a quiz grade. Submit your literary
criticism paragraph to turnitin.com and bring a
printed hardcopy to class with an updated Works
Cited page attached.
 Remember: MLA heading, title = Literary
Criticism Section, 12 point Times New
Roman Font ONLY! Double space and indent
paragraphs!
** Make sure you have your poems with you
next class – we will begin the analysis
section of the paper and you will need your
poems
Literary Criticism Section Grading Rubric (Quiz Grade)
Grading Criteria
Maximum
Points
2 different sources cited from Works Cited Page
20
Parenthetical citations formatted correctly according to
MLA Format and did not plagiarize
20
Student uses a variety of sentence structure tools,
including complex sentences
20
Content and Focus – writer makes choices in writing that
enhances their paper. The information clearly relates to the
main topic. It includes several supporting details and/or
examples. Information is very organized with well
constructed paragraph(s). Student uses their own
commentary and ideas in support of research.
20
Writing Conventions and formatting (12 point font, double
spaced, Times New Roman, indented paragraphs, etc.)
10
Submitted to turnitin.com and brought a hard copy to class
with a an updated Works Cited Page attached
10
Grade: ____________
Points Earned
Analytical Section (2 poems)
Step 5: Part 3 of your research
paper
Next Step: Analytical Paragraphs
Mr. Wevodau has selected three poems
by Emily Dickinson. The selections are
NOT random: he chose poems that
appear to have common threads. The
analytical section of your research paper
draws conclusions about the poet's style
and content as expressed by your
selections.
Poems
 Please read the poems, then read the analytical
paragraphs that follow, which serve as models
for your research paper.
 NOTE: Emily Dickinson did not title her poems.
When they were published after her death, the
publisher attached numbers to them so that they
could be distinguished from each other in
conversation. Later publishers just used the first
line of the poem as the de facto title.
Poem # 1
254 by Emily Dickinson
 "Hope" is the thing with feathers—
That perches in the soul—
And sings the tune without the words—
And never stops—at all—
And sweetest—in the Gale—is heard—
And sore must be the storm—
That could abash the little Bird
That kept so many warm—
I've heard it in the chillest land—
And on the strangest Sea—
Yet, never, in Extremity,
It asked a crumb—of Me.
Dickinson, Emily. "Hope (1)." Poet's Gold. Ed. David Ross.
Macauley Company, 1933. 155. LitFinder for Schools.
Web. 9 Apr. 2010.
Poem # 2
185 by Emily Dickinson
"Faith" is a fine invention
When Gentlemen can see—
But Microscopes are prudent
In an Emergency.
 Dickinson, Emily. "Faith Is a Fine Invention." Modern Poets' World. Ed.
James Reeves. William Heinemann, 1957. 23. LitFinder for Schools. Web. 9
Apr. 2010.
Poem # 3
239 by Emily Dickinson
"Heaven"—is what I cannot reach!
The Apple on the Tree—
Provided it do hopeless—hang—
That—"Heaven" is—to Me!
The Color, on the Cruising Cloud—
The interdicted Land—
Behind the Hill—the House behind—
There—Paradise—is found!
Her teasing Purples—Afternoons—
The credulous—decoy—
Enamored—of the Conjuror—
That spurned us—Yesterday!
Dickinson, Emily. "Forbidden Fruit: 2." Anthology of the New England
Poets: from Colonial Times to the Present Day. Ed. Louis Untermeyer.
Random House, 1948. 497. LitFinder for Schools. Web. 9 Apr. 2010.
Analytical Paragraph #1: The three poems all contained a
positive attitude: a wonderment at life through theme and
Topic Sentence
characterization.
Dickinson's poetry expresses a wonderment at the beauty of life through
characterization and theme. In Poem 254, she speaks of Hope as "the little Bird that
kept so many warm" yet "never, in Extremity, asked a Crumb of me." Her
characterization of Hope as something inside of us that picks us up in in the darkest,
most dangerous situations (such as "the chilliest land" or "the strangest Sea")
demonstrates an optimism of life. Though Dickinson appears to express frustration
in Poem 254, "Heaven--I cannot reach!" readers should perhaps recognize that the
author also claims to be surrounded by Heaven. The poet describes Heaven as all of
the following: "The Apple on the Tree“, "The Color, on the cruising cloud“, and "Her
teasing purples." (The latter presumably referring to mountains in the distance.) These
three images are all objects in nature that the poet finds beautiful; however, they are
all out of reach. The conflicting images suggest that it could be negative or a positive
expression that Heaven surrounds us though we seem unable to recognize it.
Regardless, Dickinson sees beauty and wonder around her, a reoccurring theme in
her writing (Dickinson; “Hope”), (Dickinson; “Forbidden”).
Note how he addresses characterization and theme…did he support his findings?
Works Cited:
Dickinson, Emily. "Hope (1)." Poet's Gold. Ed. David Ross. Macauley
Company, 1933. 155. LitFinder for Schools. Web. 9 Apr. 2010.
Dickinson, Emily. "Forbidden Fruit: 2." Anthology of the New England Poets: from
Colonial Times to the Present Day. Ed. Louis Untermeyer. Random House, 1948.
497. LitFinder for Schools. Web. 9 Apr. 2010.
Note about paragraph # 1
COMMENT: Dickinson also wrote of death
and depression. Your analytical
paragraphs are based solely on the poems
selected. Your conclusions do not stretch
to all works. Do not write about the
author's entire catalog of writings: Write in
response only to the selected poems.
Analytical Paragraph #2: Observe how Dickinson capitalizes
words that do not need to be capitalized. The question is why?
In her poetry, Emily Dickinson used capitalization to emphasize
important words or ideas. Poem 254 contains three references to "hope":
"Hope," "Bird," and "It." The first and last beginning lines are capitalized
necessarily, but the word "bird" would not be capitalized as it is used;
however, Dickinson apparently chose to capitalize "Bird," referring to
"Hope," in order to emphasize how important it is to us--that Hope keeps
our spirits up even in the darkest times. Similarly, in Poem 239, Dickinson
capitalizes "Cruising Cloud," "Hill," and "Purples" when these words should
all be lowercase by rule. Because this poem exalts the beauty of nature,
and these words all refer to beauteous objects in nature, the capitalization
represents their significance and importance in the mind of the author,
which in turn reemphasizes the beauty of nature. By using capitalization as
a tool for emphasis, Dickinson is able to direct the reader to words and
concepts that she finds especially important, adding meaning to her poetry
(Dickinson; “Forbidden”), (Dickinson; “Hope”).
Works Cited:
Dickinson, Emily. "Forbidden Fruit: 2." Anthology of the New England
Poets: from Colonial Times to the Present Day. Ed. Louis Untermeyer.
Random House, 1948. 497. LitFinder for Schools. Web. 9 Apr. 2010.
Dickinson, Emily. "Hope (1)." Poet's Gold. Ed. David Ross. Macauley
Company, 1933. 155. LitFinder for Schools. Web. 9 Apr. 2010.
Note about paragraph # 2
COMMENT: Your analysis draws
conclusions from your readings and offers
evidence. Incorporating direct evidence
with explanation from two poems is
sufficient to prove your point.
Analytical Paragraph #3: The poet's prevalent use of
figurative language to express her ideas.
Emily Dickinson frequently used figurative language in order to express her ideas. In Poem
254, Dickinson writes "Hope is the thing with feathers." Using an extended metaphor throughout
the poem, Dickinson continually suggests that Hope is like a bird: "perches," "the little Bird," "sings
the tune without the words," "asked a crumb." Her point is that Hope lifts the human spirit, just as
a bird's wings lift it from the ground to the air. This use of figurative language allows Dickinson to
clearly explain her concept of "hope." Dickinson's Poem 185 uses synecdoche, a literary device in
which a part of something is used to represent the whole. When the poet writes "Faith is a
fine invention / When Gentleman can see-- / But microscopes are prudent / In an Emergency," the
word microscope is used to represent science. With this understanding, the reader can clearly see
that Dickinson values science--and hence human reason--over faith--or human belief. Dickinson
uses figurative language to convey her ideals about life (Dickinson; “Hope”), (Dickinson; “Faith”).
(I am only showing you what my citations would look like on my works cited page – you do not
separate your citations under each paragraph. They should be cited at the end of each
paragraph according to MLA format like in the paragraph above. Below is just an example
of my works cited citations for your viewing.
Works Cited:
Dickinson, Emily. "Hope (1)." Poet's Gold. Ed. David Ross. Macauley
Company, 1933. 155. LitFinder for Schools. Web. 9 Apr.
2010.
Dickinson, Emily. "Faith Is a Fine Invention." Modern Poets' World. Ed.
James Reeves. William Heinemann, 1957. 23. LitFinder for
Schools. Web. 9 Apr. 2010.
Note about paragraph # 3
COMMENT: Most writers use figurative
language to express their ideas. Most
poets can be analyzed on this general
point if you are having a hard time finding
a common thread.
Analytical Section:Organizing your paper
Mr. Wevodau chose to address the poems
by common literary elements, syntax, and
stylistic devices in each paragraph;
however, it is up to you how you organize
your paper. Remember – YOU ARE THE
WRITER! IT IS YOUR CHOICE! We will
not examine every poem for you and tell
you what to write about – this is your job
and a skill you will master by the end of
this semester.
Citing sources in the analytical section
 The same rules apply for citing sources in this section.
Any information used from another source must be cited
correctly.
 You will cite your poems at the end of each paragraph.
 Will you have as many citations in this section compared
to your biographical section? No, probably not since this
section is mostly YOUR ANALYSIS. Some of you may
not have any citations other than the poem citations at
the end and that is okay. If you happen to have a few
citations, make sure it is minimal – this is YOUR
analysis…not another person’s analysis.
Paragraph Structure
 The analytical section of your research paper should be
made up of paragraphs that follow the analytical
paragraph structure:
 Topic Sentence
 Embed Evidence #1
 Commentary/Analysis X2
 Embed Evidence #2
 Commentary/Analysis X2*
 Concluding/Transition Sentence
*You can include more than two pieces of evidence.
However, all evidence must be followed by
commentary/analysis (evidence + commentary = chunk).
The number of chunks you have is up to you as the writer!
Grading Guide for Analytical Section
 You meet the objective of the assignment – you do not analyze the poems in
isolation, but find common threads and similarities that convey meaning
 You do not plagiarize
 If you use sources, you give credit to the source/author and citations are formatted
correctly according to MLA format
 You cite your poem sources at the end of each paragraph
 You use a variety of sentence structure tools, including complex sentences – very
important!
 You add your own commentary in support of your research/evidence – I will be
grading this section closely – make sure your paragraph(s) contain depth….do not
simply say he uses a lot of metaphors…tell me why..what is the purpose…tie it to
meaning or it is pointless – we are now beyond surface level….only papers with in
depth analysis tied to meaning will receive an “A”
 Your paragraph(s) contain a topic sentence, evidence from your poems and
commentary – think about the academic paragraph – if you are missing any three of
these, there will be major points off!
 You submit your assignment to turnitin.com and bring a printed copy to class
attached to your updated Works Cited Page and your poems
Analytical Section: Your Turn
 Now you will begin the most important part of your
research paper – the analytical paragraphs. It is up to
you how many paragraphs you write and how you
organize your analysis. Next class you need to bring a
typed copy of your analytical paragraphs to class. This is
just a rough draft – we will revise and edit next class
period.
 Note: Times New Roman 12 pt. font, double space, 1
inch margins, left aligned, indent paragraphs and do not
forget your sentence structure tools! You do not need to
submit your rough draft to turnitin.com – just bring the
printed copy to class.
Analytical Section Grading Rubric (Major Grade)
Grading Criteria
Maximu
m Points
Poems are cited and formatted correctly according to MLA format; they appear on the
UPDATED Works Cited Page; they are cited at the end of each paragraph; and the
student did not plagiarize
25
Student uses a variety of sentence structure tools; evidence of thoughtful revision and
improvements are present; student uses advanced writing techniques such as
embedding quotes and complex sentences
20
Content and Focus – writer makes choices in writing that enhances their paper. The
information clearly relates to the main topic and meets the objective of this section – to find
common threads/similarities in author’s poems that are tied to meaning and includes several
supporting details and/or examples from the poems. Student uses their own commentary and
ideas in support of research. Paper contains insightful content; writing displays connections
with text that is above average; content is focused on the objective and clear throughout the
entire paper; Information is organized with well constructed paragraph(s). Thoughtful planning
is evident; the organization contributes to the flow of the paper and is not distracting
30
Writing Conventions (grammar) and formatting; paper is attractive, neatly prepared,
and displays evidence of thoughtful planning. (12 point font, double spaced, Times
New Roman, indented paragraphs, 1 inch margins etc.)
10
Submitted to turnitin.com, brought a hard copy to class with an updated Works Cited
Page and poems attached
15
Grade: ___________
Points
Earned
Revise and Edit Section
Step 6
Revising and Editing Step 1 - The following phrases are BANNED:
they tend to be fillers in our language when we talk – no need to use
them in our writing.







"is because”
“is about”
”is mainly about”
"in conclusion”
“in my opinion”
“as you can see”
“such as”
***Please read the sentence to
make sure it makes sense
before deleting – you will
probably have to rearrange
your sentence









“for example”
“is saying”
“I think”
“this shows”
“also”
"in summary"
“this means”
“this could be”
MAKE STATEMENTS!
Cut them out!
Limit the number of uses of the following
helping verbs: is, was, were, had, has.
These words tend to be overused. Reword
the sentences to use ACTION verbs.
(Showing is not the only word out there)
For example…..
Change up your actions…
 Emphasizing
 Claiming
 Portraying
 Revealing
 Representing
 Symbolizing
 depicting
 comparing
 Describing
 Characterizing
 contradicting
 displaying
 Asserting
 Presenting
 Exhibiting
 challenging
Revising Sentences –See Examples
# 1 Original Sentence:
 In the famous poem “Annabel Lee”, Poe exclaims “the angels, not half as
happy as in heaven, went envying her and me”. This could paint the picture
of a godly love that people around could only wish to have some day in their
life.
 Revised Sentence:
 In the famous poem “Annabel Lee”, Poe claims that “angels…went envying
her and me”, painting a picture of heaven by using religious imagery.
# 2 Original Sentence:
 Poe shows an almost obsessed feeling with his wife Virginia after her death.
In “Annabel Lee” he claims “but we loved with a love that was more than
love – I and my Annabel Lee”.
 Revised Sentence:
 Poe consistently alludes to his late wife’s passing, claiming they “…loved
with a love that was more than love”; often using poetry to deal with his grief
and using the illusion of love as a metaphor to overcome her death.
 Notice the combining of sentences and word choice. Try starting a sentence
with a verb - example “painting”, “emphasizing” etc. Look at the difference
between these sentences and take note where they made their revisions.
Revising and Editing Continued
1. Combine sentences using semi-colons.
These work perfectly with sentences
joined by "however," “therefore”, and
"furthermore," etc.
2. Remember complex sentences make for
a better paper – use the tools you have
learned this year or all of your hard work
is wasted!
Avoiding Run-on Sentences
1. We can insert a period and start a new sentence.
Some students think they can study for an important exam
by “cramming” all night. They are probably wrong.
We can insert a comma plus a coordinating
conjunction.
Some students think they can study for an important exam
by “cramming” all night, but they are probably wrong.
3. We can use a semicolon.
Some students think they can study for an important exam
by “cramming” all night; they are probably wrong.
Did you follow this structure?
Annotate:
Topic Sentence - underline
Embed Evidence #1 - bracket
Commentary/Analysis - highlight
Embed Evidence #2 - bracket
Commentary/Analysis - highlight
Concluding/Transition Sentence - underline
Your analysis
Do not simply summarize or paraphrase the
poem in your analysis – tie it to meaning,
analyze and answer the question – why
did the poet make this choice? – take risks
in your writing.
Make sure you have more
analysis/commentary than evidence.
Revise and Edit
 Spell out any number under 100, excluding dates (keep
dates the same – do not spell out)
 Do not use contractions (Example - change: wasn’t to
was not)
 Do not refer to your poet by their first name
 Do not use exclamation marks
 Avoid informal language (remember diction is just as
important to the writer as it is for the reader)
 Place quotation marks around poem titles, italicize book
titles
 Make sure you are specific when referring to a poem for
the first time – include the poem title
 Are all of your quotes (evidence) embedded?
Did you cite your sources correctly? Look
at the example below…
In her poetry, Emily Dickinson used capitalization to emphasize
important words or ideas. Poem 254 contains three references to
"hope": "Hope," "Bird," and "It." The first and last beginning lines are
capitalized necessarily, but the word "bird" would not be capitalized
as it is used; however, Dickinson apparently chose to capitalize
"Bird," referring to "Hope," in order to emphasize how important it is
to us--that Hope keeps our spirits up even in the darkest times.
Similarly, in Poem 239, Dickinson capitalizes "Cruising Cloud," "Hill,"
and "Purples" when these words should all be lowercase by rule.
Because this poem exalts the beauty of nature, and these words all
refer to beauteous objects in nature, the capitalization represents
their significance and importance in the mind of the author, which in
turn reemphasizes the beauty of nature. By using capitalization as a
tool for emphasis, Dickinson is able to direct the reader to words and
concepts that she finds especially important, adding meaning to her
poetry (Dickinson; “Forbidden”), (Dickinson; “Hope”).
Checklist










Do you have sufficient evidence?
Did you use your sentence structure tools?
Did you use diverse punctuation (semi – colon, colon, etc.)?
Do your paragraphs flow and are they well organized?
Did you follow format instructions?
Did you attach your updated Works Cited Page and two poems to
your analytical paragraphs?
Do you have more commentary than evidence?
Did you cite your poems at the end of each paragraph?
Did you place quotation marks around poem titles Ex: In the poem
“Hope”…
Did you embed your quotes?
Grading Guide for Analytical Paragraphs
 Structure/Paragraph Construction/content
The paper is logically arranged with smooth
transitions. The information clearly relates to the
main topic. It includes several supporting details
and/or examples. Information is organized with
well constructed paragraphs. Student uses their
own commentary and ideas in support of
research and poem evidence. Analysis makes
connections to the evidence and does not simply
summarize. Student uses a variety of writing
techniques, complex sentences, and skills
learned throughout the year. Evidence/quotes
are embedded.
Grading Guide Continued
 Sufficient evidence – facts, quotes, examples to
support main ideas
 Sources and information are correctly
documented following MLA format
 Evidence of careful proofreading with few errors
in spelling, punctuation, and grammar;
sentences are complete. Paper is typed and
formatted according to MLA format.
 Paper is attractive, neatly prepared, and displays
evidence of thoughtful planning.
Analytical Paragraphs – Final Copy Due for
a Major Grade!
 Please submit your paragraphs to turnitin.com and bring
a printed copy to class, an updated works cited page,
and copy of poems.
 Note: MLA Heading, title = Analytical Section, Times
New Roman 12 pt. font, double space, 1 inch margins,
left aligned, indent paragraphs and don’t forget your
sentence structure tools!
 When you turn in your final copy, you need to attach
your poems and your updated Works Cited sheet to the
back of your analytical paragraphs. Your analytical
paragraphs should be stapled on TOP!
Introduction and Conclusions
Step 7
Intro/Conclusion and Revised Thesis
Begin your next step; revise your thesis
statement and write your introduction and
conclusion.
Where does your thesis statement go?
In your introduction!
What is the purpose of your introduction?
To introduce your paper and grab your
audience’s attention!
Introduction
Don't be dull! Draw attention to your work.
Engage the reader. Be the fisherman:
Hook the audience and reel them in.
Try using something interesting from their
life or a famous quote they said.
Examples
(Thesis is bold/underlined)
Accomplished writer, dutiful daughter and loving mother, Sylvia Plath lived a
life that reflected all of these things. She both triumphed and suffered, shaping her into
the poet that she was to become. Plath’s suffering and anguish is reflected in her
use of striking diction and imagery demonstrating that things are not always what
they seem; furthermore, illustrating the harsh dark side of humanity that eventually
drove her into suicidal hysteria.
“Not all of my poems are to be read aloud – some…are to be seen and not
heard” (cummings). Being an artist, e.e. cummings was concerned with the visual
aspects his poetry. He expressed his unconventional view of the world in his poetry,
creating complete sensory experiences for his readers. As a result of three marriages,
his views about love and life are expressed using creative syntax and repetition to
make his poems visually and emotionally appealing.
Conclusion
 Everyone needs closure!
 This could be the most important part of your
paper because you have to make a lasting
impression.
 Try to restate your main points. Yes, this could
be similar to your introduction, but it needs to be
different. Avoid statements like “in conclusion”,
“now I have stated” etc. This is your LAST
IMPRESSION on the reader!
Examples
Robert Burns, son of a tenant farmer, grew up and out of his father’s
shoes and made a name for himself in poetry. Burns used repetition and
details, among many other poetic devices, to construct his most beautiful love
poems. His magnificent poems quickly make him Scotland’s most honorable
and well-known poet.
Many of the themes and idea throughout Edith Sitwell’s works can be
traced to events and ideas she experienced throughout her life. From her
dissatisfaction towards her parents and childhood, to her feelings towards war
and her later devotion to new-found religious beliefs, emotions and allusions
are tied to her nonsensical, modernist verse. With this creative approach, she
left a lasting impression on English poetry and the poets of later generations.
We will start preparing to put your entire
paper together next class!
Bring all papers that I have graded and
returned – works cited, biographical,
literary criticism
Bring your intro/thesis/conclusion
Have a way to access your entire paper –
each section! Google docs, flash drive,
etc. You will need an electronic version
next class!
Final Submission Guidelines
Step 8
What is neat and professional looking?
If you can answer this question
and follow instructions, you
should receive an “A” on this last
step.
Cover Page (Title Page)
 Cover Page – remember it is a formal page
 It must contain the following:
 Title (Your author’s name)
 You can be creative and add a quote, but make sure it looks
professional
 Your Name
 Class Period
 Date
 Picture/Image of your author
 Choose a professional looking font
 Minimize white space and awkward page set up/images
 Try using a template – I will show you an example
 Borders work well with title pages
Next is your TABLE OF CONTENTS
It should have the title of each page and page numbers.
Example:
1.
2.
3.
Research Paper
Works Cited Page
Appendix
•
Numbers may vary depending on YOUR
ESSAY…watch white space
Do not include title page
Make sure you title this page Table of Contents
•
•
2
6
7
Next you will attach your paper
 Remember your essay should contain the
following with all revisions made!
Introduction with thesis statement underlined
All sections: biographical paragraph(s), literary
criticism paragraph(s), and analytical paragraphs
Conclusion
The entire paper should be combined – not
separated anymore!
Revised and updated Works Cited Page
Add 2 graphics to your paper and format a text
wrap (images should be appropriate and small –
not a distraction)
 If you do not know how to format a text wrap,
instructions are below:
1.
2.
3.
Insert your image
Select format at the top, select “picture” on the drop
down menu, click on the “layout” tab
Next, select the type of text wrap you want to use (I
prefer a left or right text wrap) MAKE SURE IT IS
PROFESSIONAL AND DOES NOT LOOK
AWKWARD.
Appendix
 Next you will include an appendix – make sure
this section is titled APPENDIX on a separate
sheet and then attach your two poems to follow
this sheet.
 In this section you will include your poems, your
research project reflection (we will complete next
class), graded drafts of each section and any
additional information you would like to include.
For example, extra pictures/documents/notes
etc.
Paper Formatting
Times New Roman 12 pt. font
double space
 1 inch margins, left aligned
 indent paragraphs
Page numbers on every page except for
the title page – there is not a page number
on the title page! (go to “insert” and then
click on “page numbers” – uncheck the
box that says “show number on first page”)
Last but not least….
 You will submit your paper in the following order
(points off if it is out of order – this order is from
top to bottom!)
Title page
Table of Contents
Paper
Works Cited Page
Appendix
Please turn in your paper stapled together in this
order or presented in a nice, neat folder or portfolio.
YOU DO NOT SUBMIT THIS SECTION TO
TURNITIN.COM!
Due Dates:
 Monday November 28 – 10 pts. extra
credit!
Tuesday November 29 – full credit
…at the beginning of class. Paper
MUST be printed and put together
when you walk in the door.
No paper will be accepted after
Tuesday November 29.
CONGRATULATIONS…you have
officially completed the research
paper for PreAP English I!
YAY!