How to Quote and Cite Poetry You will be required to quote and cite lines of poetry for both the Red Bird and Rose analyses. The grade for the poetry analyses will be partly determined by style and partly determined by your analysis of meaning. This PDF handout will focus on the importance of correct style. Paragraph Basics In order to promote clarity, each paragraph must have a topic sentence that announces the main idea of the paragraph. For smooth flow, the beginning of the topic sentence should include a transitional phrase. To promote unity (staying on topic), all paragraphs should present only ONE idea which is supported by facts, examples, statistics or illustrations, etc... Writing unified paragraphs helps both the writer and the reader to concentrate on one point at a time. Let no detail or example creep into your paragraph if it doesn’t support the one idea, or topic sentence. A new paragraph should result if there is a shift of subject, idea, emphasis, speaker, time, or place. In other words, keep one idea per paragraph. Introducing Quotes Readers should be able to move from your own words to the words you quote from a source without feeling a jolt. So introduce all your quotes with signal phrases, usually including the author’s name, to prepare readers for the source: According to ornithologist Jay Sheppard, “The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (96). Although the bald eagle is still listed as an endangered species, it “seems to have stabilized its population, at the very least, almost everywhere” (Sheppard 96). To avoid monotony and excessive repetition, try to vary your signal phrases. Below is a list of appropriate phrases you can use to introduce a quote: acknowledges, adds, admits, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, writes. (Work Cited - Hacker, Diana. Instructor’s Edition: Rules for Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.) Introducing Lines of Verse * Here are a few examples on h ow to introduce lines of verse. (Source: WikiHow. Please visit the webpage (link below) to read more about quoting and citing poetry): Example: Robert Frost uses a variety of words and phrases such as “frozen” (7), “darkest evening” (8), and “before I sleep” (15) to imply thoughts of solitude and the desire to not return to his obligations. Example: The notion of solitude appears in many notable poems including the famous lines, "The woods are lovely, dark, and deep / But I have promises to keep / And miles to go before I sleep" (Frost 13-15). Example: Robert Frost writes about solitude and man’s relationship with nature: Whose woods these are I think I know. His house is in the village, though; He will not see me stopping ...

1. How to Quote and Cite Poetry
You will be required to quote and cite lines of poetry for both
the Red Bird and Rose analyses. The grade for the poetry
analyses will be partly determined by style and partly
determined by your analysis of meaning. This PDF handout will
focus on the importance of correct style.
Paragraph Basics
In order to promote clarity, each paragraph must have a topic
sentence that announces the main idea of the paragraph. For
smooth flow, the beginning of the topic sentence should include
a transitional phrase.
To promote unity (staying on topic), all paragraphs should
present only ONE idea which is supported by facts, examples,
statistics or illustrations, etc... Writing unified paragraphs helps
both the writer and the reader to concentrate on one point at a
time. Let no detail or example creep into your paragraph if it
doesn’t support the one idea, or topic sentence.
A new paragraph should result if there is a shift of subject, idea,
emphasis, speaker, time, or place. In other words, keep one idea
per paragraph.
Introducing Quotes
Readers should be able to move from your own words to the
words you quote from a source without feeling a jolt. So
introduce all your quotes with signal phrases, usually including
the author’s name, to prepare readers for the source:
According to ornithologist Jay Sheppard, “The bald eagle seems
to have stabilized its population, at the very least, almost
everywhere” (96).
Although the bald eagle is still listed as an endangered species,
it “seems to have stabilized its population, at the very least,
almost everywhere” (Sheppard 96).
To avoid monotony and excessive repetition, try to vary your
signal phrases. Below is a list of appropriate phrases you can
use to introduce a quote: acknowledges, adds, admits, agrees,

2. argues, asserts, believes, claims, comments, compares,
confirms, contends, declares, denies, disputes, emphasizes,
endorses, grants, illustrates, implies, insists, notes, observes,
points out, reasons, refutes, rejects, reports, responds, states,
suggests, thinks, writes.
(Work Cited - Hacker, Diana. Instructor’s Edition: Rules for
Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.)
Introducing Lines of Verse *
Here are a few examples on h
ow to introduce lines of verse. (Source: WikiHow. Please visit
the
webpage (link below) to read more about quoting and citing
poetry):
Example: Robert Frost uses a variety of words and phrases such
as “frozen” (7), “darkest
evening” (8), and “before I sleep” (15) to imply thoughts of
solitude and the
desire to not return to his obligations.
Example: The notion of solitude appears in many notable poems
including the famous
lines, "The woods are lovely, dark, and deep / But I have
promises to keep / And
miles to go before I sleep" (Frost 13-15).
Example: Robert Frost writes about solitude and man’s
relationship with nature:
Whose woods these are I think I know.
His house is in the village, though;
He will not see me stopping here
To watch his woods fill up with snow. (1-4)
Cite Your Quotes and Lines of Verse
Every time you borrow someone else’s ideas or words you
MUST cite your source and give
credit to the original author. For citing lines of verse, please
include the name of the poem in
your topic sentence, and then include the line numbers of the
material you are quoting. The

3. use of quotation marks will depend on the number of lines you
quote at one time. Please use
the above examples from WIKI HOW and the following
examples from
as a
model for quoting and citing lines of verse.
Pellissippi State
Quoting Three Lines or Fewer **
When you are quoting three lines or fewer from a poem, you
may incorporate the quotation into the body of your paragraph.
Tips for quoting up to three lines of poetry:
Use slashes (/) to indicate line breaks within the poem
Keep all punctuation intact as it appears in the poem
Use quotation marks to denote the beginning and end of the
quotation
If you have included the name of the poet elsewhere in your
paper, do not include the poet's name in your parenthetical
citation. Instead, include the first significant word of the poem's
title, followed by the line number(s). This is especially
important if you are quoting more than one poem by the same
author in your paper.
Example:
Eliot immediately engages the reader with his use of the second
person in the opening lines: "Let us go then, you and I / When
the evening is spread out against the sky" ("Prufrock" 1-2).
However, if you have mentioned the title of the poem in the
sentences immediately preceding you quotation, you can cite the
line number only.
Example:
In his "The Love Song of J. Alfred Prufrock," Eliot immediately
engages the reader with his use
of the second person in the opening lines: "Let us go then, you
and I / When the evening is spread out against the sky" (1-2).
(Source: Pellissippi State – see link below)
Indent Quotations of Four or More Lines
These quotations should be indented 1 inch (2.5 cm) or 10

4. spaces from the left margin. Do not
add quotation marks for a long quote. Add the line numbers
inside parentheses right after the
closing punctuation of the quotation. Do not put another comma
after the in-text citation. Use
a colon after a complete sentence that introduces a quotation to
avoid a comma splice.
(Source: WIKIHOW)
How to Analyze Poetry
Poetry comes from an oral tradition dating back to the songs of
minstrels. The verse form may be lyrical or narrative. Narrative
poetry (telling a story in rhythmic language) was probably the
earliest form of one of humanity's earliest arts. Verse containing
rhyme and rhythm made it easier for both performer and
audience to remember the songs/poems. Minstrels sang of
historical and contemporary events, and were expected to
deliver elevated narratives in inspiring language. The term
lyrical refers broadly to a poem, sentence, or phrase that is a
rhythmic and reflective way of stating something. Lyric Greek
poetry is found in the work of Sappho, who lived in the early
6th century B.C.E. and who may have been the first poet on
record to write about her personal feelings (the joys of love
were her main subjects).
Figurative Language
Why is poetry so hard to understand? The figurative language
(metaphor, symbolism, analogy) of poetry allows for the
expression of deeper meanings. Shakespeare and Donne
mastered the technique of conceit, an elaborate way of talking
about something in terms of other things, suggesting to the
reader more than one interpretation (the

5. literal/concrete/physical vs. the
hidden/abstract/symbolic/figurative).
Metaphor is a literary technique used to describe one object,
situation or idea through an implicit (direct) comparison with
another. In the below example, pay close attention to what is
being compared:
Little boys lie still, awake, Wondering, wondering, Delicate
little boxes of dust.
In order to create a visual picture of these little boys, the poet
chose an image that the audience could easily visualize, in this
case the delicate little boxes of dust. Imagine what a "delicate
little box of dust" looks like. Then place that image onto the
boys. Now visualize the boys. What is their life like? What do
they look like? By comparing the boys to the boxes, the poet
has placed a known subject (a box of dust) onto an unknown
subject (these particular boys), making the unknown knowable
to the audience.
A poet could also write a simile, a direct comparison using the
words like or as. The simile is an explicit, stated comparison:
The child's cry opens like a knife blade. I wandered lonely as a
cloud.
Since poetry comes from an oral tradition, the sound of poetry
influences tone, mood, and meaning. As you read poetry out
loud, pay attention to the sounds of the letters and words. Soft-
sounding letters (such as "o" sounds) will create a smooth,
pleasant tone. Hard sounding letters (such as "c" or "k") will
create a harsh, tense mood. Alliteration is the repetition of the
initial sound of words in a line of verse:
Blackbirds whistled and chirped near the barren church.
Sometimes alliteration includes both initial sounds and interior
sounds as in blueberry. The repetition of the "b" sound is also
an example of consonance. The repetition of vowel sounds
within words or lines is called assonance, which creates a rhyme
or a near-rhyme:
...and land so lightly
And roll back down the mound beside the hole.

6. In personification, an inanimate object is described as it it were
human:
Driving past the fields, I could hear the soybeans breathing.
I bowed my head, and heard the sea far off Washing its hands.
Poets may use universal symbols to reveal a deeper meaning.
For instance, the sun is a symbol of warmth/light/God, the
return of spring as resurrection/rebirth, the bird as a symbol of
spirit/freedom, the lion as an emblem of courage, the rose as an
example of beauty/love. The use of color can also be symbolic.
In Western culture, a poet may use dark, bleak images and
colors to create a depressing or horrifying mood. Lighter, more
"bright" colors and images may inspire or "brighten" a mood, or
show a sense of enlightenment or wisdom. In other cultures, the
opposite may hold true: bright/white may indicate a sterile,
colorless environment, or a funeral procession! Darker images
may indicate a sophisticated/created style or depth of character.
Basic Questions for Rhetorical Analysis
These following questions will help you, the reader, to pinpoint
the poet's intent and the possible meanings:
What is the rhetorical situation (the
situation/problem/conflict for the poem's speaker)?
Who is the speaker of the poem? (Don't assume the poet is
the speaker! You may choose
to view the speaker as you would a character in fiction.)
What occasion or event (historical or personal) may have
compelled the poet to write this poem? (Research the poet's life
and times.)
What is the speaker's intention? How does the speaker come
across? Define the emotion or reason in the tone and word
choices.
Who is the intended audience? What values does the
audience hold that the author or speaker appeals to?
What is the relationship between the poem's form and
content? (Closely examine the stanza structure, line breaks,
formatting, etc.)
What does the style of the writing reveal about the culture

7. that produced it? (Again, educate yourself on the poet's life and
times!)
Free Verse Poetry
At the turn of the 20th Century, artists demanded more freedom
of expression; in a poetic sense, Modern and Contemporary
Poets began to structure language as it suited their own needs.
Free Verse poetry lacks a traditional system of measure;
however, it is not without a certain sense of form and strategy.
Poets began to choose line beginnings and endings to create
specific meaning and feeling. Stanza breaks could serve as a
device to create tension or to create a natural pause. Poets
began to build toward the last line -- to move us, startle us, give
us sudden insight. Subjectivity increased, and by the 1950s and
60s, Beat and Confessionalist Poets turned to a style of
emotional autobiography, shifting the role of audience from
objective observer to personal confidant.
Consider how style and form creates meaning in the following
free-verse poem by Charles Bukowski. Note how the line
lengths and breaks reinforce the poem's title, and carefully
examine how the poet's deliberate use of the lower case helps to
convey tone and meaning:
Unit VI: Juveniles to Adult
Court: Children or
Adults?
Introduction
In Unit VI, “Juveniles to Adult Court: Children or Adults,” we

8. will analyze and discuss the controversial and complex issue of
whether juveniles should be sent to adult courts and filtered
through the adult criminal justice system and process. When
reading through the Unit VI readings and videos, you will want
to keep the following questions in mind:
Should all juveniles be
tried only in juvenile
courts?
Under what
circumstances, if any,
should a juvenile
delinquent be tried in
an adult court?
At what age do juveniles
understand and/or have
the cognitive ability to
make decisions
between right and
wrong?
Little John: A Juvenile’s Story
• Watch the video linked below about Little
John, a juvenile.
https://online.columbiasouthern.edu/csu_conte

9. nt/courses/emergency_services/bcj/bcj2201/15
K/video/unitvi_video.mp4
• Click here to access the transcript for this
video.
https://online.columbiasouthern.edu/csu_content/courses/emerge
ncy_services/bcj/bcj2201/15K/video/unitvi_video.mp4
https://online.columbiasouthern.edu/CSU_Content/courses/Emer
gency_Services/BCJ/BCJ2201/15K/transcripts/BCJ2201_UnitVI
_Transcript.pdf
https://online.columbiasouthern.edu/csu_content/courses/emerge
ncy_services/bcj/bcj2201/15K/video/unitvi_video.mp4
https://online.columbiasouthern.edu/csu_content/courses/emerge
ncy_services/bcj/bcj2201/15K/video/unitvi_video.mp4
Rational Choice Theory
• If you remember from Unit III, “Criminological Theories,”
you
learned about rational choice theory as it related to juvenile
delinquency in the United States.
• You may want to revisit the Unit III readings to have a
comprehensive understanding of this week’s readings.
Second Chances
• The main mission of the juvenile justice system is to provide
juveniles with the right tools to help them succeed in life.
• By offering a second chance ideology, juvenile justice

10. professionals are able to provide prevention and intervention
methods along with deterrent programs.
• However, are some acts so heinous in nature that the idea of
supporting a second chance back into society is unthinkable?
• The move to send more children into the adult criminal justice
system is a radical rethinking of the traditional view that
delinquent children need help to turn their lives around and
belong in a system that focuses primarily on rehabilitation
rather than punishment. (Young & Gainsborough, 2000, p. 10)
Children or Adults
• The controversy is fueled by the disagreement over what age
children start to have a logical thought process and reasoning.
• At what age do children know the difference between right
and wrong, and the consequences of their actions?
• We must look at the cognitive makeup of children, and
remember, the cognitive ability and maturity of children does
not always have a clear and concise answer to the question of
age.
• Most criminologists would argue that juvenile delinquents
should be held accountable for their behavior.

11. Children or Adults
• However, there is a clear divide on whether to transfer
juveniles to the adult court system as this also changes the
options for punishment.
• “Judges in adult court do not have the wide range of
punishment and treatment options that are available to
juvenile court judges such as imposing a curfew or ordering
counseling instead of jail time” (Michon, n.d., para. 11).
Judicial Waivers
• How does a transfer from the juvenile court system to adult
system happen?
• Each state has its own laws that govern the transfer to adult
court.
• In this discussion, you will learn about an important term in
the transfer process called waiver.
• A waiver is when a judge abandons the protections that
juvenile courts provide, and “usually, juvenile cases that are
subject to waiver involve more serious crimes or minors who
have been in trouble before” (Michon, n.d., para. 1).
Judicial Waivers

12. Figure 1: Offending by Juveniles
(Office of Juvenile Justice and Delinquency Prevention
[OJJDP], n.d.)
The following diagram shows the proportion of victims killed
by
juvenile offenders over a specific period of time.
http://www.ojjdp.gov/ojstatbb/offenders/qa03106.asp?qaDate=2
013
http://www.ojjdp.gov/ojstatbb/offenders/qa03106.asp?qaDate=2
013
Judicial Waivers
• Some states allow for a waiver to adult court for any criminal
act and/or behavior, while other states only permit a waiver
to adult court for specific criminal acts determined in the
statutes.
• States also take into account prior criminal convictions.
• There are currently three main, specific types of waivers that
we will discuss:
Judicial waiver
Concurrent
jurisdiction or
prosecutorial
discretion
State exclusion

13. Judicial Waivers
Figure 2: Juvenile Age of Jurisdiction and Transfer to Adult
Court Laws
(Teigen, 2014)
The following diagram shows the average age of juveniles
transferred to adult court.
http://www.ncsl.org/research/civil-and-criminal-
justice/juvenile-age-of-jurisdiction-and-transfer-to-adult-court-
laws.aspx
http://www.ncsl.org/research/civil-and-criminal-
justice/juvenile-age-of-jurisdiction-and-transfer-to-adult-court-
laws.aspx
Judicial Waivers
• First, judicial waiver to adult court is the most common and
widely used. “Judicial waiver is the most popular method; 47
States and the District of Columbia provide judicial discretion
to waive certain juveniles to criminal court” (OJJDP, 1997,
para. 11).
• Judicial waivers include examining the juvenile’s age, offense,
maturity level, relationship with parents, school performance;
determining whether the juvenile is a danger to society;
and/or determining if the juvenile justice system will be more
beneficial in deterring future criminal acts.
• Typically, a judge will make the decision of whether a judicial
waiver to adult court is required.

14. Judicial Waivers
Figure 3: Juvenile Arrest and Judicial Waiver Trends
(Griffin, Addie, Adams, & Firestine, 2011)
The following chart shows trends for judicial waivers.
https://www.ncjrs.gov/pdffiles1/ojjdp/232434.pdf
https://www.ncjrs.gov/pdffiles1/ojjdp/232434.pdf
Prosecutorial Discretion Waivers
• The second type of waiver used is prosecutorial discretion,
which allows for states to have a concurrent jurisdiction,
meaning jurisdiction of the case can be tried in the juvenile
court or adult court system.
• “Original jurisdiction for certain cases is shared by both
criminal and juvenile courts, and the prosecutor has
discretion to file such cases in either court” (“All States
Allow,” 2003, para. 3).
Prosecutorial Discretion Waivers
• The most important factor in prosecutorial discretion is
the age of the juvenile.
• Most states that allow for prosecutorial discretion
indicate a minimum age between 14-16 years old.

15. Prosecutorial Discretion Waivers
Figure 4: Transferred Juvenile Felons That Become Adult
Felons
(Griffin, Addie, Adams, & Firestine, 2011)
The table below shows the likelihood of juvenile felons being
convicted of violent offenses (more so than their adult
counterparts).
https://www.ncjrs.gov/pdffiles1/ojjdp/232434.pdf
https://www.ncjrs.gov/pdffiles1/ojjdp/232434.pdf
Statutory Exclusion Waivers
• “Under statutory exclusion provisions, cases originate in
criminal rather than juvenile court” (“All States Allow,” 2003,
para. 4).
• Once a youth is sent to the adult court system, tried, and
convicted of the criminal offense(s), what is the next step in
the process?
• When examining this next section, think of a juvenile and
what his or her life would be like behind a prison wall.
• If you watched the video about Little John earlier, you should
start to have an understanding of the prison environment for
juveniles housed in these correctional facilities.
Statutory Exclusion Waivers

16. • When examining whether or not to transfer a juvenile to adult
court, judges must keep this question in mind.
• Prosecution in criminal court exposes juveniles to the same
penalties as adults.
• Juveniles “may face a life or death sentence, incarceration in
state prison, and a permanent criminal record” (OJJDP, 1997,
para. 30).
• Juveniles, whether in prison or not, are considered a protected
population.
Statutory Exclusion Waivers
• Institutionalized juveniles will be subject to the harsh
environment found in the adult prison system.
• This includes, but is not limited to, prison overcrowding,
victimization, sexual and physical assault, gang membership,
and/or suicide.
• In some cases, juveniles are put into protected custody within
the adult prison until they reach the age of eighteen, at which
time, they are released into the general prison population.
• The idea of a second chance is no longer an option and must
be weighed carefully.
Statutory Exclusion Waivers
• When examining the complex and controversial issue of

17. whether to transfer a juvenile delinquent to adult court, we
must also analyze the other side of the debate.
• Are some crimes so heinous in nature that no matter the age
of the juvenile, prison is the only option?
• Currently, juveniles cannot be sentenced to life without the
possibility of parole (LWOP) for nonhomicide crimes as
decided in Graham v. Florida.
Statutory Exclusion Waivers
• The U.S. Supreme Court, in Miller v. Alabama, decided that
the
mandatory sentence of LWOP for a juvenile offender found
guilty of homicide is unconstitutional as it constitutes cruel and
unusual punishment.
• Additionally, the Court declared that LWOP was a
disproportionate sentence for a child.
• The significance of this case is that the Court did not
necessarily ban LWOP for juveniles, but rather they declared
LWOP cannot be mandatory.
• Instead, the Court stated that judges must take into account
the juvenile’s age; hence, the sentence cannot be mandatory
as mandatory implies limited judicial discretion.
Children or Adults?
Figure 5: States That Have Banned or Limited the use of

18. Juvenile Life Without Parole
Sentences, 2016
(Rovner, 2016)
http://sentencingproject.org/doc/publications/jj_Juvenile_Life_
Without_Parole.pdf
http://sentencingproject.org/doc/publications/jj_Juvenile_Life_
Without_Parole.pdf
References
All states allow juveniles to be tried as adults in criminal court
under certain circumstances. (2003,
June). OJJDP National Report Series Bulletin. Retrieved from
https://www.ncjrs.gov/html/ojjdp/195420/page4.html
Griffin, P., Addie, S., Adams, B., & Firestine, K. (2011,
September). Trying juveniles as adults: An
analysis of state transfer laws and reporting. Juvenile Offenders
and Victims: National Report
Series. Retrieved from
https://www.ncjrs.gov/pdffiles1/ojjdp/232434.pdf
Michon, K. (n.d.). When juveniles are tried in adult criminal
court. Retrieved from
http://www.nolo.com/legal-encyclopedia/juveniles-youth-adult-
criminal-court-32226.html
Office of Juvenile Justice and Delinquency Prevention. (n.d.).
Statistical briefing book: Offending by
juveniles. Retrieved from
http://www.ojjdp.gov/ojstatbb/offenders/qa03106.asp?qaDate=2
013

19. Office of Juvenile Justice and Delinquency Prevention. (1997).
Juvenile transfer to criminal court. In
Juvenile justice reform initiatives in the states 1994-1996.
Retrieved from
http://www.ojjdp.gov/pubs/reform/ch2_j.html
References
Rovner, J. (2016). Juvenile life without parole: An overview
[Policy brief]. Retrieved from
http://sentencingproject.org/doc/publications/jj_Juvenile_Life_
Without_Parole.pdf
Teigen, A. (2014). Juvenile age of jurisdiction and transfer to
adult court laws. Retrieved from
http://www.ncsl.org/research/civil-and-criminal-
justice/juvenile-age-of-jurisdiction-and-
transfer-to-adult-court-laws.aspx
Young, M., & Gainsborough, J. (2000). Prosecuting juveniles in
adult court: An assessment of trends
and consequences. Retrieved from
http://www.prisonpolicy.org/scans/sp/juvenile.pdf
Unit VI Case Study
In this case study, you will explore the death penalty as it
relates to juveniles. Hopefully, this assignment will assist in
learning how complex and significant the Roper v. Simmons
case was in the juvenile justice system.
The completed assignment should utilize the following

20. document as well as one outside resource:
Roper v. Simmons, 543 U.S. 551 (2005). Retrieved from
http://www.npr.org/documents/2005/mar/scotus_juvenile.pdf
This outside resource may be a government website, CSU
Online Library resource, or other article. Possible resources are
below
American Psychological Association. (n.d.). Roper v. Simmons.
Retrieved from
http://www.apa.org/about/offices/ogc/amicus/roper.aspx
The Campaign for the Fair Sentencing of Youth. (n.d.). Roper v.
Simmons (2005). Retrieved from
http://fairsentencingofyouth.org/roper-v-simmons-2005/
Capital Punishment in Context. (n.d.). Roper v. Simmons.
Retrieved from
http://www.capitalpunishmentincontext.org/resources/casesumm
aries/roper
Casebriefs. (n.d.). Roper v. Simmons. Retrieved from
http://www.casebriefs.com/blog/law/criminal-
procedure/criminal-procedure-keyed-to-weinreb/sentence/roper-
v-simmons-2/
Child Rights International Network. (n.d.). Roper v Simmons.
Retrieved from https://www.crin.org/en/library/legal-
database/roper-v-simmons
Death Penalty Information Center. (n.d.). Execution of juveniles
in the U.S. and other countries. Retrieved from
http://www.deathpenaltyinfo.org/execution-juveniles-us-and-
other-countries
Death Penalty Information Center. (n.d.). Juveniles and the
death penalty. Retrieved from
http://www.deathpenaltyinfo.org/juveniles-and-death-penalty
The Heritage Foundation. (n.d.). Roper v. Simmons. Retrieved
from http://www.heritage.org/initiatives/rule-of-law/judicial-
activism/cases/roper-v-simmons
Be sure to include the following components in your paper:

21. case.
What did they consider?
had previously related to juveniles.
U.S. Supreme Court’s opinion.
waivers used in the
juvenile justice system to transfer adolescents to adult court,
which waiver was best suited for the Roper v. Simmons case?
Explain your reasoning.
The completed case study should be at least two pages in
length. All sources used must be referenced; paraphrased and
quoted material must have accompanying citations in APA
style.
Information about accessing the grading rubric for this
assignment is provided below.
Rose by Li-Young Lee
To provide some added insight into the life of Li-Young Lee, I
would like you to please consider the following brief biography
as depicted on BOA Editions website:
"Li-Young Lee was born in 1957 in Jakarta, Indonesia, of
Chinese parents. In 1959 his father, after spending a year as a
political prisoner in President Sukarno's jails, fled Indonesia
with his family. Between 1959 and 1964 the Lee family traveled
throughout Hong Kong, Macau and Japan, until arriving in
America. Li-Young Lee's first poetry collection, Rose, won the
New York University's 1986 Delmore Schwartz Memorial

22. Poetry Award."
According to American poet Gerald Stern, Lee's "rose becomes
not something to stare at, but to consume. The rose, which is
history, the past, a "doomed profane flower" to be adored and
destroyed. To be eaten. Like the speaker."
Lastly, from a review by poetry editor Rochelle Ratner: "In this
outstanding first book of poems, Lee is unafraid to show
emotion, especially when writing about his father or his wife.
Lee's silent willingness to step outside himself imbues Rose
with a rare sensitivity. The images Lee finds, such as the rose
and the apple, are repeated throughout the book, crossing over
from his father's China to his own America. Every word
becomes transformative, as even his father's blindness and death
can become beautiful."
For your 1000 word written analysis, please consider the
relationships and themes that dominate Rose. Please choose at
least five poems for your analysis and include brief quotations
of verse. When you type the line of verse into your analysis,
please note the poem's title and page number.
Please include an introduction and conclusion. In your
introduction, state a thesis that defines (in your own heart and
mind) Lee's theme on relationships and relating. In your
conclusion, I would like you to reflect on your own personal
feelings/reactions to Rose.
Most of your analysis should be "analysis," so keep the quotes
to a minimum!!! Your grade will be based on the thoroughness
of your writing, the strength of your quotes/examples, and your
thoughtfulness and openmindedness! You may write more than
the 1000 word minimum, but please keep your analysis under
2,000 words! Good luck and enjoy!