Last Name 4 Title of Assignment COURSE # and TITLE_________________________________________ (e.g. ENGL 102: Literature and Composition) SEMESTER OF ENROLLMENT_______________________ (e.g. Fall D 2009) NAME_________________________________________ID #____________ WRITING STYLE USED________MLA____________________________________________ (e.g. MLA) Name Prof name Course and section (ENGL 102-B16) Date (1 September 2011) Title of Paper Comment by Stephanie Abigail Taylor: Title should be original and specific to the topic. Try to be creative. Not original: Poetry Essay, name of poem Thesis: complete sentence that tells what poem you will be analyzing, what the theme of that poem is, and the methods the author uses to communicate that theme (concrete diction, symbols, simile, imagery, rhyme, etc) I. First method used by author to communicate theme. This should be a complete sentence and tell what aspect you will be focusing on—mention how it communicates the theme. a. Line from poem/example (2+ examples if applicable) b. Line from poem/example II. Second method a. Line from poem (2+ examples if applicable) b. Line from poem III. Third point Comment by Stephanie Abigail Taylor: Your paper should have 2-4 methods used by the author. Please do not try to cover all of the areas listed on the instructions page. Depth of insight is the goal not breadth! Also do not format your outline as an answer to all of the brainstorming questions. a. Line from poem b. Line from poem BEGIN ESSAY ON A NEW PAGE Name Prof Class Date Title Begin essay. Type 750-900 words. Works Cited Comment by Stephanie Abigail Taylor: Poem should be listed here. A Work in an Anthology, Reference, or Collection Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows: Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). Place of Publication: Publisher, Year. Page range of entry. Medium of Publication. Some examples: Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34. Print. Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and The 'Real World.'" The Education of a Graphic Designer. Ed. Steven Heller. New York: Allworth Press, 1998. 13-24. Print. Poem or Short Story Examples: Burns, Robert. "Red, Red Rose." 100 Best-Loved Poems. Ed. Philip Smith. New York: Dover, 1995. 26. Print. Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories. Ed. Tobias Wolff. New York: Vintage, 1994. 306-07. Print. ENGL 102 Poetry Essay Grading Rubric Criteria Levels of Achievement Excellent/Good Fair/Competent Deficient Points Earned Development (CCLO #2) 39 to 45 points · Major points are stated clearly and are ...

1. Last Name 4
Title of Assignment
COURSE # and
TITLE_________________________________________
(e.g. ENGL 102: Literature and
Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g. Fall D 2009)
NAME_________________________________________ID
#____________
WRITING STYLE
USED________MLA___________________________________
_________
(e.g. MLA)

2. Name
Prof name
Course and section (ENGL 102-B16)
Date (1 September 2011)
Title of Paper Comment by Stephanie Abigail Taylor: Title
should be original and specific to the topic. Try to be creative.
Not original: Poetry Essay, name of poem
Thesis: complete sentence that tells what poem you will be
analyzing, what the theme of that poem is, and the methods the
author uses to communicate that theme (concrete diction,
symbols, simile, imagery, rhyme, etc)
I. First method used by author to communicate theme. This
should be a complete sentence and tell what aspect you will be
focusing on—mention how it communicates the theme.
a. Line from poem/example (2+ examples if applicable)
b. Line from poem/example

3. II. Second method
a. Line from poem (2+ examples if applicable)
b. Line from poem
III. Third point Comment by Stephanie Abigail Taylor: Your
paper should have 2-4 methods used by the author. Please do
not try to cover all of the areas listed on the instructions page.
Depth of insight is the goal not breadth! Also do not format
your outline as an answer to all of the brainstorming questions.
a. Line from poem
b. Line from poem
BEGIN ESSAY ON A NEW PAGE
Name
Prof
Class
Date
Title
Begin essay. Type 750-900 words.

4. Works Cited Comment by Stephanie Abigail Taylor: Poem
should be listed here. A Work in an Anthology, Reference, or
Collection
Works may include an essay in an edited collection or
anthology, or a chapter of a book. The basic form is for this sort
of citation is as follows:
Lastname, First name. "Title of Essay." Title of Collection. Ed.
Editor's Name(s). Place of Publication: Publisher, Year. Page
range of entry. Medium of Publication.
Some examples:
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A
Tutor's Guide: Helping Writers One to One. Ed. Ben Rafoth.
Portsmouth, NH: Heinemann, 2000. 24-34. Print.
Swanson, Gunnar. "Graphic Design Education as a Liberal Art:
Design and Knowledge in the University and The 'Real World.'"
The Education of a Graphic Designer. Ed. Steven Heller. New
York: Allworth Press, 1998. 13-24. Print.
Poem or Short Story Examples:
Burns, Robert. "Red, Red Rose." 100 Best-Loved Poems. Ed.
Philip Smith. New York: Dover, 1995. 26. Print.
Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary
American Short Stories. Ed. Tobias Wolff. New York: Vintage,
1994. 306-07. Print.
ENGL 102
Poetry Essay Grading Rubric
Criteria

5. Levels of Achievement
Excellent/Good
Fair/Competent
Deficient
Points Earned
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing is clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses
writing focus.
31 to 38 points
· Major points are addressed by clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or
does not address writing focus.
0 to 30 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
39 to 45 points
· Writing is well-structured, clear, and easy-to-follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.

6. · Conclusion is a logical end to the writing.
31 to 28 points
· Adequately organized with some areas difficult to follow.
· Introduction needs to provide a stronger gateway into the
writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
0 to 30 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (more than 1 topic/missing or
inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Criteria
Excellent/Good
Fair/Competent
Deficient
Points Earned
Grammar and Diction
(CCLO #1, #3)
39 to 45 points
· The writing reflects grammar, punctuation, and spelling
standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
31 to 38 points
· The writing contains some grammar, punctuation, and/or
spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately
effective.
0 to 30 points

7. · The writing contains many grammar, punctuation, and/or
spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Format: Current MLA/APA/ Turabian Paper Requirements
(CCLO #6)
11 to 15 points
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used
correctly and appropriately.
5 to 10 points
· Writing follows most formatting guidelines, but some flaws
are detected.
· Parenthetical and bibliographical source citations are
incorrectly formatted or used.
0 to 4 points
· Writing lacks many elements of correct formatting.
· Parenthetical and bibliographical source citations and/or
references are not provided.
Total
Instructor’s Comments:
ENGL 102
Poetry Essay Instructions
In Module/Week 5, you will write a 750-word (3–4 pages) essay
that analyzes 1 poem from the Poetry Unit. Before you begin
writing the essay, carefully read the guidelines for developing
your paper topic that are given below. Review the Poetry Essay
Grading Rubric to see how your submission will be graded.
Gather all of your information, plan the direction of your essay,

8. and organize your ideas by developing a 1-page thesis statement
and outline for your essay as you did for your Fiction Essay.
Format the thesis statement and the outline in a single Word
document using current MLA, APA, or Turabian style
(whichever corresponds to your degree program). You have the
opportunity to submit the thesis and outline by 11:59 p.m. (ET)
on Monday of Module/Week 4 for instructor feedback.
The Poetry Essay is due by 11:59 p.m. (ET) on Monday of
Module/Week 5 and must include a title page (see the General
Writing Requirements), a thesis/outline page, and the essay
itself followed by a Works Cited/References page of any
primary or secondary texts you cite in the essay.
Guidelines for Developing Your Paper Topic
Chapter 40 of the Kennedy and Gioia textbook provides some
helpful pointers for reading poems, taking notes, brainstorming,
developing a clearly-defined thesis statement, preparing an
outline, writing a cogent literary analysis of a poem, and citing
your sources. This chapter specifically addresses Robert Frost’s
“Design,” which is studied in this course, so be sure to read it
before doing any further work for this assignment. Also, take
notice of the example of a poetry thesis and outline on pp.
1,385–1,386.
Choose 1 of the poems from the list below to address in your
essay:
· The Lamb” or “The Tiger” or “The Chimney Sweeper” by
William Blake;
· “Batter my heart, three-personed God” or “Death Be Not
Proud” by John Donne (watch the video lecture on John
Donne’s “Batter my heart, three-personed God” for more ideas
to help you write your essay on this poem);
· “Journey of the Magi” by T. S. Eliot;
· “God’s Grandeur” or “Pied Beauty” or “Spring” by Gerard
Manley Hopkins;
· “Ode on a Grecian Urn” or “Ode to a Nightingale” by John

9. Keats;
· “Ozymandias” by Percy Bysshe Shelley;
· “My Last Duchess” by Robert Browning (watch the video
lecture on Robert Browning’s “My Last Duchess” for more
ideas to help you write your essay on this poem);
· “Sailing to Byzantium” by William Butler Yeats;
· “The Road Not Taken” or “Stopping by Woods on a Snowy
Evening” by Robert Frost;
· “It Sifts from Leaden Sieves” or “There’s No Frigate Like A
Book” by Emily Dickinson (Read Gilbert and Gubar’s “The
Freedom of Emily Dickinson” for more ideas to help you write
your essay on Dickinson’s poetry);
· “Ulysses” by Alfred Lord Tennyson; and
· “That Time of Year” (Sonnet 73) by William Shakespeare
(watch the video lecture on William Shakespeare’s “Sonnet 73”
for more ideas to help you write your essay on this poem).
Consider the following questions for the poem that you have
chosen:
· What is or are the theme(s) of the poem?
· Is there a literal setting or situation in the poem? What lines
from the poem tell the reader this information? What details
does the author include?
· Is the setting symbolic?
· How would you describe the mood of the poem? What
elements contribute to this mood?
· Is the title significant to the poem’s content or meaning?
How?
· What major literary devices and figures of speech does the
poet use to communicate the theme(s)?

10. · How are rhyme and other metrical devices used in the poem?
Do they support the poem’s overall meaning? Why or why not?
· Is the identity of the poem’s narrator clear? How would you
describe this person? What information, if any, does the author
provide about him or her?
· Does the narrator seem to have a certain opinion of or attitude
about the poem’s subject matter? How can you tell?
NOTE: These questions are a means of getting your thoughts in
order when you are collecting information for your essay. You
do not need to include the answers to all of these questions in
your essay; only include those answers that directly support
your thesis statement.
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