or your third Individual Project, you will be writing  an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer Be able to describe the key elements of form, character, voice, symbolism, language, etc., that enable the writer to deliver a key message Can articulate the (sometimes various) main meaning or key message in a story or poem as the writer intended it, as well as describe the writer’s unique point of view Can reflect upon how a piece of literature illuminates or enriches one’ own experience Un.

1. or your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems
from the assigned reading list
. Please select two works from the list of fifteen—excluding the
one you already reflected on in Part A of the Phase 3 DB
assignment—and answer the questions below. Again, be sure to
begin your paper with an engaging introduction and clear thesis
statement, develop each point in the body of your paper using
examples and quotes from the poems, and conclude your paper
with a restatement of your thesis and closing remarks. Also,
make sure you maintain your credibility by including in-text
citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems?
Comment on the details you notice about objects, places,
people, colors, textures and so forth. Which of your other senses
are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns
and other figures of speech each poet uses and how they
contribute to the poem’s overall meaning. (Remember,
figurative language is not literal but rather suggestive of
something else. For example, the metaphor, “Jack is a pig,” is
not a reference to an actual animal with hooves but rather
someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What
abstract concepts (e.g., love, death, truth) might the concrete
objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been
included (or left out) after much deliberation, as poets choose
their words very carefully. Remark on the following in each
poem: Does the poet use informal or formal language? Does he
or she write in an older dialect or contemporary English?
Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous,
sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give

2. reasons for your answers.
Sound: Read both poems aloud. What do you notice about their
rhythms, rhyme schemes and musicality? How does listening to
the sound of a poem differ from merely reading it as words on a
page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion
in readers. Express the impact each of the two poems you have
analyzed for this assignment had on you. What insights did you
gain about life or human nature, and what feelings did each
piece stir in you? Has your view of poetry changed in any way
since reading and analyzing the Phase 3 poems? Explain your
answer
Be able to describe the key elements of form, character, voice,
symbolism, language, etc., that enable the writer to deliver a
key message
Can articulate the (sometimes various) main meaning or key
message in a story or poem as the writer intended it, as well as
describe the writer’s unique point of view
Can reflect upon how a piece of literature illuminates or
enriches one’ own experience
Understands what we can learn from writers’ working from
different perspectives and traditions, such as ethnicity, national
origin, gender or age
Can relate themes in the writing to issues of import in today’s
world and workplace (for example: people surviving hard times,
different ethnic and cultural perspectives of the American
Dream, relating to the natural world, dealing with change, etc.)
Be able to describe the key elements of form, character, voice,
symbolism, language, etc., that enable the writer to deliver a
key message.
Can articulate the (sometimes various) main meaning or key
message in a story or poem as the writer intended it, as well as
describe the writer's unique point of view.