Poetry Analysis Paper



Poetry Analysis Paper 1200 words minimum / 6% of your grade / Due: Monday, September 25 Revision version, also 1200 words: 7% of your grade / Due: Wednesday, October 11YOU CANNOT SUBMIT A REVISION UNLESS YOU SUBMITTED THE ORIGINAL PAPER – A ZERO FOR ONE WILL BE A ZERO FOR BOTHThesis due for class activity: Wednesday, September 20In this paper, you will make & support a claim regarding an issue in two poems read for class using quoted evidence from the poems for support. have a clearly stated thesis that gives the basic overview of your argument.list the prompt # that you choose in your title line.USE AND DISCUSS the different figurative elements of poetry explained in your textbook and on the Elements of Poetry handout, as they are relevant to your argument (don’t just list what elements are there – discussion of figurative elements needs to be analytical and in order to illustrate a point)make interpretive arguments about the language, tone, and figures of speech in the poetry, all toward proving your thesis.put slashes between words to indicate a line break when quoting less than four lines: “Two roads diverged in a yellow wood / And sorry I could not travel both” (Anything more than four lines should be indented one inch from the left margin.)provide parenthetical source references that indicate line numbers for any quoted text.? For example, (l. 1-2).turn in this rubric stapled to the back of the paper.NOT write on more than two poems; and your discussion of the two poems will be integrated or linked in some way – it shouldn’t read like two separate short papers. If you use compare and contrast, you will have a clear analytical point.NOT use the word “you”NOT use any other literary criticism or web support or ANYTHING as a resource for your paper, though you can consult with the material in Writing About Literature.Choose one from the following prompts:The following poems all are titled with a specific place in California: Robinson Jeffers’ “Carmel Point,” Ana Castillo’s “Napa, California,” Bertolt Brecht’s “Hollywood Elegies,” and Robert Hass’s “On the Coast Near Sausalito.” Choose two of these poems to analyze what argument the author is making about California as a place through these poems. You might consider how that argument about California is articulated or what vision of California it creates (and how) or deconstructs. You might consider how the landscape of California as articulated in the poems interacts with popular ideas about California.Construct a claim, definition, or argument about the idea of home that can be inferred by comparing two of the following poems / poem sets: The Angel Island anonymous poetry, Coolbrith’s “Retrospect,” Bertolt Brecht’s “Garden in Progress,” and/or Anzaldúa’s “To live in the Borderlands means you.” Construct a claim analyzing the authors’ arguments about the role of humans and in the larger cycle of history as presented in any two of the following poems: Coolbrith's "Retrospect", Ferlinghetti’s “Wild Dreams of a New Beginning,” Jeffers’s “Carmel Point,” and/or “The Purse-Seine” Anzaldúa’s “To live in the Borderlands…” Mirikitani’s “Breaking Tradition,” Bertolt Brecht’s “Garden in Progress,” and Robert Hass’s “On the Coast Near Sausalito.” What are the arguments Ferlinghetti and Castillo are making about class in “Two Scavengers […],” and/or Castillo’s “Napa, California.” Construct your own thesis that analyzes some aspect of class or how it is presented or what an argument about it might be in these poems. Each of these poems intersect with environmental issues; make and defend an argument about what you think the environmental vision is in two poems: Gary Snyder’s “Marin-An,” Jeffers’s “The Purse-Seine,” and/or Jeffers’s “Carmel Point”.Examine and defend a claim about work in two of the following poems: Ernesto Trejo’s “Today I’ll Sit Still,” Ana Castillo’s “Napa, California,” and Lawrence Ferlinghetti’s “Two Scavengers…”.Compare and contrast (with a point) one of the following issues or definitions in any two poems we have read so far this semester: father, race or ethnicity, womanhood (or feminism), or sexuality. Trace a recurring theme or image in two poems by the same author (that have been assigned in class) and make a claim about it that helps illuminate and analyze the poems. We have read two or more poems by the following authors: Lawrence Ferlinghetti, Robinson Jeffers, Bertolt Brecht, and Charles Bukowski. General Grading Rubric for Formal Paper AssignmentsThis rubric provides a general description of papers that fall in each of the five grade categories. You should use it to prepare your papers and to understand your grades once papers have been returned. A level paper (Final Grade Range: 100-90%) (Actual Paper Grades: A+ 100-98; A 95; A- 92)This paper is outstanding; that is, it “stands out” in relation to other papers responding to the assignment. It is clear, original, and insightful; it addresses the topic fully and explores the issue(s) thoughtfully. The thesis is compelling and distinctive, and the writer analyzes well-chosen quotations and details in a clear, interesting manner and frequently demonstrates how specific literary structures and elements support the ideas in the text(s). In an “A” paper, the writer has created a clear, focused, coherent organization; each part of the essay moves logically to the next part. It is nearly free from errors in mechanics, usage, and sentence structure, and there is frequent evidence of the student's intelligent, stylistic use of language. In all regards, this paper is an excellent response to the assignment and has a consistent, authoritative "voice." B level paper (Final Grade Range: 89-80%) (Actual Paper Grades: B+ 88; B 85; B- 82)In a (B) paper, the writer has in some way moved beyond the basics of the assignment expectations, offering some thoughtful observations and insights about the text(s). The writer demonstrates a clear understanding of the writing task and material, supports his/her thesis with well-chosen quotations and details, and demonstrates how specific literary structures and elements support the ideas in the text(s). Although the “B” paper may have minor weaknesses in organization, it will contain evidence of the writer's ability to create coherent and unified paragraphs that develop of ideas in the thesis without going off-topic. This essay will be largely free from serious errors in mechanics, usage, and sentence structure, and there is often evidence of the student’s intelligent, stylistic use of language. Overall, this paper is a very good response to the assignment and has a clear “voice.”C level paper (Final Grade Range: 79-70%) (Actual Paper Grades: C+ 78; C 75; C- 72)A paper in this category will have a discernible plan with a beginning, middle, and end and will complete at least the basic tasks and requirements of the assignment – it is competent, adequate, and satisfactory. Evidence of analysis is necessary for this grade—including interpretation of quoted material to make an argument about a literary text. The thesis may be slightly ambiguous or simplistic, but it is pursued throughout the essay even if some of the examples are related only tangentially; the paper may rely on unsupported generalizations or undeveloped ideas in some places, but it will also demonstrate some competent use of critical thinking and argumentation. The “C” paper will be organized and paragraphed well enough to allow the reader to understand the point of the discussion. It may contain errors in mechanics, usage, and sentence structure, but not enough to continually distract the reader from the content. Overall, this paper is an adequate response to the assignment.D level paper (Final Grade Range: 69-60%) (Actual Paper Grades: D 65)A paper will fall into this category if it shows serious difficulty completing or satisfying the tasks of the assignment; if it lacks an overall plan with a beginning, middle, and end; if key ideas in paragraphs lack development or illustration; or if errors in word choice, sentence structure, and mechanics seriously interfere with readability. The “D” paper may contain one or more of the following defects: serious errors in reasoning; little or no development or support of ideas; little or no evidence of analysis or interpretation; substitution of summary for expository discussion. The “D” paper may be somewhat disorganized though the total effect will not necessarily be chaotic; transitions between points may be awkward or non-existent; The writer's control of language may be uncertain, and it may contain errors in mechanics, usage, and sentence structure that continually distract the reader from the content. Overall, this paper is an inadequate response to the assignment. Papers that are incomplete by 10% or less but otherwise sound papers will be given this grade.F level paper and no credit grades (59-0%)An F (usually 55%-50%) would be assigned to a paper if it simply does not exhibit any of the basic requirements of composition writing: it has no clear thesis, or thesis does not respond to question asked in prompt; the organization is unclear or non-existent to the point that the logic and/or argument of the paper are unknowable. Serious and frequent errors in word choice, sentence structure, or mechanics interfere with basic readability. Papers that are well-written, but of incomplete length will also receive this grade.A O% F is given for any paper not turned in, turned in late, or if it is an unapproved essay on entirely other subject matter than what was assigned. ................
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