This document provides guidance for writing an essay analyzing a poem using the New Criticism approach. It outlines objectives of learning to write a clear response to literature using rhetorical strategies and critical thinking. Students are prompted to choose one of four poems and write a 500-750 word thesis-driven essay examining how the poem achieves an "organic unity" by resolving tensions between its elements. The document provides steps for close reading, identifying tensions, forming a hypothesis, and showing how all parts contribute to the poem's meaning. It also lists learning outcomes and skills required to complete the assignment successfully.
This presentation can become the first step in writing your Literary analysis essay. In addition to this, please read the article https://essay-academy.com/account/blog/literary-analysis-essay
This presentation can become the first step in writing your Literary analysis essay. In addition to this, please read the article https://essay-academy.com/account/blog/literary-analysis-essay
Presentation by Christopher Fahey (http://www.behaviordesign.com & http://www.graphpaper.com) about the history and uses of "style" as a component of design innovation, specifically with respect to interaction design.
An Explication is a complete and detailed analysis of a work of li.docxboyfieldhouse
An Explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems we have read or a song. You may also choose any poem you like from an anthology.
Technical Requirements for Explication:
· The paper must be typed and double-spaced, conforming to proper MLA format.
· The paper must be at least two full (2) pages.
· This is not a research essay; therefore, you will not (and should not) use outside sources.
· Be sure to know when the essay is due. No late papers will be accepted.
In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem.
Some general questions to consider when writing about Poetry:
1. What does the title contribute to the reader's understanding of the poem?
2. Who is the speaker? Where is the speaker when the poem is happening?
3. Is it possible to determine the speaker's age, sex, sensibilities, level of awareness, and values?
4. What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem?
5. Is there a specific setting of time and place?
6. Is the speaker addressing anyone in particular?
7. How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says?
8. Does reading the poem aloud help you to understand it better?
9. Does a paraphrase reveal the basic purpose of the poem?
10. What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What detials make possible the formulation of the main idea?
11. Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem?
12. What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? do any carry evocative connotative meanings? Are there any puns or other forms of verbal wit?
13. Are figures of speech used? How does the figurative language contribute to the poem's vividness and meaning?
14. Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation?
15. Is irony used? Are there any examples of situational irongy, verbal irony, or dramatic irony? Is understatement or paradox used?
16. What is the tone of the poem? Is the tone consistent?
17. Does the poem use onomatopoeia, assonance, consonance, or al.
Poem analysis
Poem analysis refers to the process of examining a poem closely, dissecting its various elements, and interpreting its meaning, themes, structure, language, and poetic devices. It involves a detailed study and critical analysis of the poem’s content and form to gain a deeper understanding of the poet’s intentions and the poem’s significance.
When analyzing a poem, there are several key aspects to consider:
Theme: The central idea or message conveyed by the poem. It can be explicit or implicit and often explores universal human experiences, emotions, or philosophical concepts.
Structure: The organization and arrangement of the poem’s lines, stanzas, and overall form. It includes examining the poem’s rhyme scheme, meter, rhythm, and any unique patterns or repetitions.
Language and Imagery: The specific words, phrases, and figures of speech used by the poet to create vivid imagery, evoke emotions, or convey complex ideas. Metaphors, similes, personification, and other literary devices are often employed to enhance the poem’s impact.
Assignment For Paper #2, you will pick two poems on a similar th.docxnormanibarber20063
Assignment:
For Paper #2, you will pick two poems on a similar theme to
compare and contrast
. Your paper will explain how the poems use some of the poetic devices we’ve been discussing to express distinct attitudes towards their common subject. It will point out the
similarities and differences
in the ways the two poems do
this
. Therefore, you will need to compare and contrast the general tones of the poems as well as how they use poetic devices to create those tones. Poetic devices you might want to consider include diction, imagery, figurative language, sound (including rhyme, alliteration, assonance, rhythm, and meter), and form.
Your
audience
for this paper is other students in the class who have read these poems. You can assume that your reader has the poems in front of him or her, so you don’t need to quote the whole poem, though a brief paraphrase might be useful. You will need to quote specific lines, phrases, or words in order to point out specific features of the poems. Your
purpose
is to help your reader see the
differences and similarities
in the two poems and, consequently, to better understand how each one works to create its particular effects or meanings.
Your paper should be
800 – 1000 words long, typed and double-spaced, with 1” margins all around
.
Use of secondary sources (other than our own textbook) is not allowed
for this assignment. If you have questions about the poem, ask other students or the instructor.
Here are some
suggested topics
:
1. Compare and contrast the ways Whitman’s “To a Locomotive in
Winter
” (p. 504) and Dickinson’s “I like to see it lap the Miles” (p. 504-05) represent their common subject: a locomotive. What claims does each poem make about the locomotive? What tone or attitude is taken towards the locomotive? How does each poem use specific poetic devices to create its tone?
2. Compare and contrast the ways Lovelace’s “To
Lucasta
” (p. 521) and Owens’ “
Dulce
et
Decorum
Est
” (p. 521-22) represent their common subject: war. What claims does each poem make about war? What tone or attitude is taken towards war? How does each poem use specific poetic devices to create its tone?
3. Compare and contrast the ways
any two
love poems in our reading represent their common subject. What claims does each poem make about love? What tone or attitude is taken towards love? How does each poem use specific poetic devices to create its tone? (Please check the two poems you pick with the instructor before proceeding.)
4. Compare and contrast the ways
any two
of the following poems represent God:
·
Donne’s “Batter my Heart, Three-
Personed
God” (p. 531),
·
Hopkins’ “God’s Grandeur” (p. 624),
·
Herbert’s “Easter Wings” (p. 676),
·
Blake’s “The
Tyger
” (p. 824-25).
What claims does each poem make about God? What tone or attitude is taken towards God? How does each poem use specific poetic devices to create its tone?
5. Compare and contrast the ways.
Writing About PoetryWriting about poetry can be one of the most .docxbillylewis37150
Writing About Poetry
Writing about poetry can be one of the most demanding tasks that many students face in a literature class. Poetry, by its very nature, makes demands on a writer who attempts to analyze it that other forms of literature do not. So how can you write a clear, confident, well-supported essay about poetry? This handout offers answers to some common questions about writing about poetry.
What's the Point?
In order to write effectively about poetry, one needs a clear idea of what the point of writing about poetry is. When you are assigned an analytical essay about a poem in an English class, the goal of the assignment is usually to argue a specific thesis about the poem, using your analysis of specific elements in the poem and how those elements relate to each other to support your thesis.
So why would your teacher give you such an assignment? What are the benefits of learning to write analytic essays about poetry? Several important reasons suggest themselves:
· To help you learn to make a text-based argument. That is, to help you to defend ideas based on a text that is available to you and other readers. This sharpens your reasoning skills by forcing you to formulate an interpretation of something someone else has written and to support that interpretation by providing logically valid reasons why someone else who has read the poem should agree with your argument. This isn't a skill that is just important in academics, by the way. Lawyers, politicians, and journalists often find that they need to make use of similar skills.
· To help you to understand what you are reading more fully. Nothing causes a person to make an extra effort to understand difficult material like the task of writing about it. Also, writing has a way of helping you to see things that you may have otherwise missed simply by causing you to think about how to frame your own analysis.
· To help you enjoy poetry more! This may sound unlikely, but one of the real pleasures of poetry is the opportunity to wrestle with the text and co-create meaning with the author. When you put together a well-constructed analysis of the poem, you are not only showing that you understand what is there, you are also contributing to an ongoing conversation about the poem. If your reading is convincing enough, everyone who has read your essay will get a little more out of the poem because of your analysis.
What Should I Know about Writing about Poetry?
Most importantly, you should realize that a paper that you write about a poem or poems is an argument. Make sure that you have something specific that you want to say about the poem that you are discussing. This specific argument that you want to make about the poem will be your thesis. You will support this thesis by drawing examples and evidence from the poem itself. In order to make a credible argument about the poem, you will want to analyze how the poem works—what genre the poem fits into, what its themes are, and what poetic t.
Writing About PoetryWriting about poetry can be one of the most .docxodiliagilby
Writing About Poetry
Writing about poetry can be one of the most demanding tasks that many students face in a literature class. Poetry, by its very nature, makes demands on a writer who attempts to analyze it that other forms of literature do not. So how can you write a clear, confident, well-supported essay about poetry? This handout offers answers to some common questions about writing about poetry.
What's the Point?
In order to write effectively about poetry, one needs a clear idea of what the point of writing about poetry is. When you are assigned an analytical essay about a poem in an English class, the goal of the assignment is usually to argue a specific thesis about the poem, using your analysis of specific elements in the poem and how those elements relate to each other to support your thesis.
So why would your teacher give you such an assignment? What are the benefits of learning to write analytic essays about poetry? Several important reasons suggest themselves:
· To help you learn to make a text-based argument. That is, to help you to defend ideas based on a text that is available to you and other readers. This sharpens your reasoning skills by forcing you to formulate an interpretation of something someone else has written and to support that interpretation by providing logically valid reasons why someone else who has read the poem should agree with your argument. This isn't a skill that is just important in academics, by the way. Lawyers, politicians, and journalists often find that they need to make use of similar skills.
· To help you to understand what you are reading more fully. Nothing causes a person to make an extra effort to understand difficult material like the task of writing about it. Also, writing has a way of helping you to see things that you may have otherwise missed simply by causing you to think about how to frame your own analysis.
· To help you enjoy poetry more! This may sound unlikely, but one of the real pleasures of poetry is the opportunity to wrestle with the text and co-create meaning with the author. When you put together a well-constructed analysis of the poem, you are not only showing that you understand what is there, you are also contributing to an ongoing conversation about the poem. If your reading is convincing enough, everyone who has read your essay will get a little more out of the poem because of your analysis.
What Should I Know about Writing about Poetry?
Most importantly, you should realize that a paper that you write about a poem or poems is an argument. Make sure that you have something specific that you want to say about the poem that you are discussing. This specific argument that you want to make about the poem will be your thesis. You will support this thesis by drawing examples and evidence from the poem itself. In order to make a credible argument about the poem, you will want to analyze how the poem works—what genre the poem fits into, what its themes are, and what poetic t ...
Poetry ExplicationWorld Literature Poetry Explication Assignment.docxharrisonhoward80223
Poetry Explication
World Literature Poetry Explication Assignment
Due: 12/02/16 (end-of-day)
The Assignment:
Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth.
About Explication:
Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem?
An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece.
Cite all sources according to MLA and include a Works Cited page.
Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see.
Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”.
Author writes, “quoted line/quoted next line” (871).
To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote.
Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc.
Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next.
Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.
Dr. C. Carney
Essay # 2: Literary Analysis of a Short Story with Light Research
This assignment requires you to
analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to
develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to
find and use three sources to support your ideas:
one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to
the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice.
I. The Purpose of a Literary Analysis:
A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that:
ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it!
Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message.
II. How to Create a Literary Analysis:
1. Select (and ideally
print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere.
2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important?
3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .
Literary AnalysisWhat distinguishes literature from other forms o.docxSHIVA101531
Literary Analysis
“What distinguishes literature from other forms of knowledge is that it cannot be understood unless we understand what it means to be human.” (J. Bronowski)
There are many ways to interpret, analyze, and evaluate literature. Perhaps you’ve already been asked to make an observation or take a position about a work of literature (whether a poem, short story, novel, play, or film) and examine such elements as plot, characters, theme, setting, conflict, structure, point of view, imagery, or symbolism. When you are asked by a teacher to write an interpretation, a critique, or a literary analysis, you are being asked to figure out what is going on in a work of literature. Much more complicated than merely summarizing a piece or writing a personal reaction to it, literary analysis requires that you read between the lines of a text and discover something meaningful there. Why does a specific image recur throughout a poem? How does a novel relate to a social issue facing the author at the time it was written? Do you recognize a pattern or perceive a problem with a character’s behavior in a play? How is the role of women significant in a movie? Answers to all of these questions can be determined only through critical thinking and the synthesis of your ideas.
· An interpretation—explains a text’s overall meaning or significance, explaining your reasoning for this interpretation with supporting evidence from the text.
· A critique—also called a critical response or a review, it provides your personal judgment about a text, supported by reasons and references to the work of art and often secondary sources.· A formal analysis—different from a critique in that examines a work of art by breaking it down into various elements to discover how the parts interrelate to create meaning of effect.
· A cultural analysis—examines a work of art by relating it to the historical, social, cultural, or political situations in which it was written to show how the author was influenced by personal experiences, events, prevailing attitudes, or contemporary values.
How can I persuade readers that my view or interpretation is reasonable?
First, be sure that your view or interpretation asserts a debatable claim.
For instance, if you were to say that “Antigone is a play about a young woman who questions authority,” you wouldn’t be saying much beyond a summary. But if you said that, “Antigone’s punishment is well-deserved because she violates the laws of the king,” that is debatable. Another student could just as easily argue that Antigone’s punishment is not well-deserved and that she should be commended for respecting the higher laws of the gods over the laws of the king.
Because you are essentially arguing that your perspective is a valid one, you have to support it effectively with reasons, evidence from the piece (direct references to specific quotations, lines, passages, scenes, etc.), and—if required—secondary sources (articles and bo ...
ENGL 102 College Composition IILength 4 – 6 pages +.docxkhanpaulita
ENGL 102
College Composition II Length: 4 – 6 pages + work cited list
Essay 3 –
Researched Argument
Description: This essay expands your analytical and writing skills. You will write an essay that expands on an idea suggested by the prompts for reading selection “THE ROAD NOT TAKEN”. Although this analysis is your analysis you will inform is by researching academic secondary sources for deeper connections to lead new insight into the author, setting (both historical and situational), and theme. As your understanding deepens, you will present a thesis that argues your idea and you will support it with details from your own analysis research, and connections.
Robert Frost- Author of the Road Not Taken
Robert Frost (1874–1963) was born in California. After his father’s death in 1885, Frost’s mother took the family to New England, where she taught in high schools in Massachusetts and New Hampshire. Frost studied for part of one term at Dartmouth College in New Hampshire, then did various jobs (including teaching), and from 1897 to 1899 was enrolled as a special student at Harvard. He later farmed in New Hampshire, published a few poems in local newspapers, left the farm and taught again, and in 1912 left for England, where he hoped to achieve more popular success as a writer. By 1915, he had won a considerable reputation, and he returned to the United States, settling on a farm in New Hampshire and cultivating the image of the country-wise farmer-poet. In fact, he was well read in the classics, in the Bible, and in English and American literature. Among Frost’s many comments about literature, here are three: “Writing is unboring to the extent that it is dramatic”; “Every poem is... a figure of the will braving alien entanglements”; and, finally, a poem “begins in delight and ends in wisdom.... It runs a course of lucky events, and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are founded on, but in a momentary stay against confusion.”
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay in leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh somewhere ages and ages hence:
Requirements:
· Four - six pages double-spaced, 12 pt font, excluding work cited list
· Topic is THE ROAD NOT TAKEN
· You will begin your essay with an introductory paragraph that includes the name of the selection and author, your topic, and a thesis statement.
· You should employ principles of argum.
American Protest Literature - Literary Analysis Argument Essay .docxgreg1eden90113
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
English 1052015Drama PaperLength 1000 word minimum (3 pag.docxYASHU40
English 105 2015
Drama Paper
Length: 1000 word minimum (3 pages)
Possible Points: 125 pts. Final draft due: June 8th
Assignment
Using what you have learned in the various sections, the power points and the readings, write a coherent, unified, response to ONE of the prompts below. The essay should be written in formal, academic language and adhere to MLA form. Remember to use correct grammar and a suitably organized approach which addresses the major issues/elements of the work and makes connections. Your essay should be thorough, detailed and specific, while remaining clear, concise and focused. Remember to attach this form with the grading rubric to your paper and include your name on the subsequent pages. NO LATE SUBMISSIONS ACCEPTED. Limit your outside sources and cite all your sources in the paper and on a separate works cited sheet. Don’t forget to cite all the works you refer to in your paper.
1. Consider the theme of love through the fiction (the Oscar Wilde fairytales), the poetry (Shakespeare’s Sonnets) and drama (Twelfth Night). Compare and contrast the various types of love in Shakespeare’s Twelfth Night with other works we have covered.
2. Could Terra Nova be considered a tragedy in the classical mold? Use Aristotle’s characteristics of a classic tragedy and characteristics of a tragic hero, and the classic/modern dramatic unities to support your assumption.
3. Explore the connection between love and madness and/ or love and fooling (being a fool) in Shakespeare’s Twelfth Night. Consider the idea of love being an illness which can be caught and, in its extremes, can lead to madness. If you see a connection between love and “being a fool” that connection can also be explored through Shakespeare’s play.
4. Consider how Twelfth Night bridges the ideas of classical and modern drama by examining how the play adheres to the classical ideas of drama (including the classical unities and the characteristics of classical tragedy and classical comedy) and the modern ideas of drama (including the modern unities.
5. Explore the role fate versus self-determination changes through the dramas.
6. A foil is a character, which contrasts with another character in a story: highlighting characteristics or traits present or absence from a main character. Examine the use of the foil in Terra Nova, Twelfth Night or Antigone.
7. The idea of “the game” is important in Terra Nova. What is “the game” and what importance does it hold in the story?
8. Sophocles’ drama Antigone is appropriately considered a classic tragedy; however, questions have been raised as to who is the protagonist of the play. Using the definition of the protagonist covered early in the quarter (Fiction Power Point), Aristotle’s definition of the elements of a tragic hero (Drama Power Point) and evidence from the play, determine who the protagonist is in Antigone.
9. Life is not the destination but the journey. Often in a piece of literature, a p ...
riting About LiteratureGenerally, the essays you write in lite.docxjoellemurphey
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
· What did the author want to communicate in this work?
· What does the work reveal about the author’s feelings, opinions, or psychology?
· What does the work reveal about the society in which it was written?
· What can we learn from this work about the issues or topics it deals with?
· What motivates the characters in the work to behave as they do?
· How are literary devices used in the work?
· How does the work create emotional or intellectual experiences for its readers?
· Is this work good or bad?
· Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...
Exploration of one or more characteristic(s) of an authors style an.docxmecklenburgstrelitzh
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. List them in your outline in the order in which they occur.
Analyzing Imagery
As distinct from character, theme, and plot, imagery occurs primarily in language, in the metaphors (i.e. comparisons), similes (comparisons with “like” or “as”), or other forms of figurative (pictorial) language in a literary work. Sometimes setting, i.e., the locality or placing of scenes, or stage props (like swords, flowers, blood, winecups) can also be considered under the rubric of imagery. But whatever the expression, images primarily are visual and concrete, i.e., things which the reader sees or can imagine seeing. Some examples are flowers, tears, animals, the moon, sun, stars, diseases, floods, metals, darkness and light.
In order to create an argument about the significance of an image in a particular work, identify a principal image or image cluster and to see how it works by following the.
This assignment requires students to further research one of the top.docxmichelle1011
This assignment requires students to further research one of the topics covered during the semester and write an essay arguing a particular interpretation of the literature surrounding that issue and social movement. Please see the attached document for details and guidelines on this assignment.
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology
American Protest Literature
sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
The Politics of Connection
The Politics of Form
The Politics of Appropriation
The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least
five total sources
of outside research for your essay documented in your Works Cited page.
You may do this assignment
one of two ways:
You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them an.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. EWRT
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Essay #1: New Critical Analysis of a Poem
Objectives
To Lean to Write a Clear and Cohesive Response to Literature using the New Critical approach
To Use Rhetorical Strategies: Analysis, Synthesis, Argument, Cause and Effect, Compare and Contrast
To Learn Critical Thinking Skills
To Learn MLA Documentation Style: Integrating quotations; Works Cited
Prompt Introduction
In a thesis driven essay of 500 to 750 words, respond to one of the following poems using the strategies of
the New Critic, proceeding on the assumptions of the New Criticism that (1) there is a difference between
a good poem and a bad poem, and (2) good poems have a “spirit” or life of their own because they
incorporate tensions that eventually are resolved into an “organic unity” or autonomous organic whole.
Following the New Critics, you should downplay the authorial biography and historical context of a work,
and focus on the work itself; you should, however, examine the literary allusions contained in the work as
an important part of its total meaning. You need only the primary text for this essay, but you may
incorporate other texts we have read thus far as additional support.
¨ “There’s a girl inside”
¨ “The Fish”
¨ “A Black Rook in Rainy Weather”
¨ “Memories of West Street and Lepke”
An effective close reading will discuss HOW the selected passage communicates meaning (what poetic or
rhetorical strategies are used) as well as address WHY these strategies are used in this particular way.
One of the greatest challenges of a close reading is synthesis. Even as you divide the poem into its
composite elements, you will want to discuss how those elements come together to form a whole. Your
essay should reveal how the parts of the poem relate and form a totality. Ideally, your paper should
reveal some of the excitement that first inspired you to choose this poem.
Ways to Proceed
1. Read the poem closely and get a general sense of what is happening in it. In other words, analyze
the dramatic situation. Who is the speaker? What people appear in the poem? What is the
relationship between these actors or speakers, and who is talking to whom? What is going on in
the poem? How much time elapses in the course of the action? Where is the poem set, and in
what ways is the setting important? Does the poem allude to a specific historical event or deal
with a situation that appears in another literary work (such as a classical or Biblical text)?
2. Look closely at the general formal characteristics of the poem. How would you describe the
meter? the rhyme scheme? Is this poem of a particular genre, such as a sonnet or a ballad? Is it
somehow parodying or slightly changing a generic form? Are there an allusions in the poem to
other works of literature, and if so, how do these allusions function?
3. Great literature, New Critics assert, achieves its effect through tension—the tension of
oppositions, paradoxes, ambiguities, ironies—and resolution. Like the ropes of a suspension
bridge, these poetic elements balance each other to create an organic whole. Try to identify
elements in this poem that are in tension: images that seem opposite to one another; metaphors
that compare two unlike things; images of two radically different things that are used to describe
2. EWRT
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the same thing or idea; parts of the poem that seem to pull you in two different directions; two
characters or things that are opposed in the poem; symbols that seem to be unstable; irony or
paradox. There even might be two genres “at war” in the poem. What two (or more) ideas or
images or forms seem opposed, or in tension, in the work?
4. Create a working hypothesis about what you think this poem is really about. State this hypothesis
in terms of how you think the poem resolves the tension you identified in #3 above. (You might
think of formula: “This poem puts X and Y in tension and resolves that tension by asserting or
presenting Z.”) Formulate a working thesis sentence (what you think this poem is really doing or
really about) from this hypothesis.
5. Once you have a working hypothesis about what the poem is “about,” work through the poem
meticulously and show how all elements of the poem contribute to this meaning. Each part of
your analysis will illustrate what is in tension (an image, an idea, people, things) and how that
tension is addressed or resolved. Things you might look at:
• The overall organization and genre of the poem: Is the poem of a specific genre? (If
the poem is a sonnet, you might discuss how the sonnet form is important to theme; if the
poem is free verse, you might posit why that form is appropriate to the main idea.) Also,
does the poem break into meaningful parts of some kind? Do stanzas develop the main
idea in some identifiable way? What are the rhyme scheme and meter, and how might
those be significant to the central ideas in tension or the overall main idea?
• The specific organization of ideas and language: Do ideas change in the poem from
beginning to end, and if so, how? Does the imagery change as the poem progresses, and
if so, how and why? Are there any patterns to imagery and ideas?
• Specific language use, including syntax and diction: Is the sentence structure
complex or simple? grammatical? mono- or multisyllabic? Is word choice modern or
archaic? Is word order normal or inverted somehow, and why might that be significant?
How does connotation construct a specific mood, tone, or meaning in the poem? How do
figures of speech (metaphor, simile, metonymy, synecdoche, periphrasis, allusion, etc.)
and language sounds (alliteration, consonance, assonance, etc.) develop from the
beginning of the poem to the end?
6. Put all this together. How do the parts of the poem that you have identified work toward an
overall meaning?
Due Dates:
See Syllabus
Submission Requirements: Please submit an electronic copy to palmoreessaysubmission@gmail.com
Format Requirement: MLA-style formatting and citations
Length: Your finished text should be between 500-750 words, excluding the Works Cited page.
Research Requirements: none
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Works Cited Page
A Works Cited page names all of the sources that were used in an essay or research paper; it credits the
source or sources for the information you present, evaluate, analyze, and synthesize to support your
thesis. A Works Cited page also serves as a reference to the sources that were used so that a reader or
writer can quickly refer to the original text. The Works Cited page for this research project will include
the poem you are writing about. If you use other sources, including other primary or secondary sources
from class, please list those too.
Expected Student Learning Outcomes
§ Demonstrate outlining and brainstorming abilities
§ Demonstrate an awareness of the time needed to plan, search, and write an essay
§ Demonstrate increased awareness of strategies for organizing ideas and structuring essays
§ Demonstrate an ability to use complex sentence structures
§ Demonstrate an understanding of multiple rhetorical strategies
§ Demonstrate active reading strategies by finding textual evidence
§ Learn to integrate quotations effectively and correctly
Previously Learned Skills Required to Complete this Assignment
ü The ability to summarize sources
ü The ability to use multiple rhetorical strategies: Narration, Description, Exemplification
ü An awareness of plagiarism issues
ü The ability to write grammatically correct, clear sentences.
ü The ability to write a clear and concise thesis.
ü The ability to brainstorm material for an essay.
ü The ability to organize an essay
Best Practices
Ø As you (re)read the text, keep in mind the prompt and highlight specific words, lines, or images
that may support your argument.
Ø Write a thesis that helps readers understand both your argument and your reasoning.
Ø Include textual examples that illustrate your points.
Ø Avoid information that is not intrinsic to the piece: That is make sure it is “in the text.”
Ø Avoid telling the reader that something is “interesting,” or “exciting”; instead create images or
use examples that show it.
Ø Come to my office if you are unsure, confused, or behind.
Traps to Avoid:
Ø Choosing a topic that you do not understand or one not on the list that you have not discussed
with me.
Ø Failing to assert a clear and strong argument.
Ø Seeking to present the subject from memory or hearsay.
Ø Failing to support the argument with evidence from appropriate sources.
Ø Citing Wikipedia (or other non-academic or unreliable sources) as a source for your paper.