Management information system case study

Analyzing Poetry

Remember that the best thing about literature is that there is not a right or a wrong answer! In your Unit 3 essay, I want you to analyze a theme in poetry. You may pick any of the poems that are in our textbook or in my lectures, including the ones that were not required reading. You must use at least three poems as examples in your paper; the goal is to analyze a theme and show the readers what we learn about that theme in poetry.

You could pick a topic we have covered, like racism, gender roles, or family dynamics, or you could create a theme of your own; for example:

1. You could write about the oppression of women and how literature shows us the need for equality. In this paper, you could use "Women," "Please Fire Me," and "Barbie Doll" as evidence to support your analysis.

2. You could write about romance and explain how poetry makes love eternal. You could include "Shall I compare thee...," "One Day I Wrote her Name...," and "My Love is Like a Red, Red Rose" as examples to support your claims.

3. You could write about the hidden messages of sex and sexuality in poetry, and how sex is only desirable when done with young, beautiful women. In this essay, you could include examples from "Kubla Khan," "To the Virgins," and "What Lips My Lips Have Kissed."

Your paper must be at least 3-4 pages in length, set up in MLA format; it must have both in-text citations and a Works Cited list (not included in the word count). Your analysis should be personal and unique; think of this as a persuasive paper in which you convince me of your theme.

The topic ideas are endless! If you are having a hard time coming up with a theme to explore, please let me know!

You will be graded on the following:

Graded Component

Points Possible

Literary Theme: Has the student provided a theme that has been supported and proved throughout the essay?

20

Examples: Has the student included specific examples (paraphrases and quotes) from at least three poems? Do these examples effectively support the student's claims?

15

Analysis: Has the author defended his or her claims with a clear stance on a theme in poetry? Are the author's ideas unique and informative? Has the author dug deeper than a simple summary of each poem? Has the paper met the length requirements?

30

Essay Format: Does the author have a strong introduction, thesis, and conclusion? Are transitions used effectively between body paragraphs? Has the student used professional language?

10

Mechanics and Grammar: Has the paper been written professionally without grammatical errors? Is the paper written in the proper 3rd person perspective?

10

Citation Style: Are in-text citations and a Works Cited list given in proper MLA format?

15

3. Required Readings (listed on the syllabus):

· Langston Hughes’ “Negro” – page 746

· Dudley Randall’s “Ballad of Birmingham” – page 769

· Gwendolyn Brooks’ “We Real Cool” – page 792

· Langston Hughes’ “The Negro Speaks of Rivers” – page 956

· Shakespeare’s “My Mistresses’ Eyes are Nothing Like the Sun” – page 808

· Wheatley’s “On Being Brought from Africa to America” – page 1066

· Julia Alvarez’s “Papi Working” – page 995

· Maya Angelou’s “Africa” – page 995

· Marge Piercy’s “Barbie Doll” – page 1048

· Janice Mirikitani’s “Suicide Note” – page 750

· Robert Herrick’s “To the Virgin’s, to Make Much of Time” – page 761

· Shakespeare’s “Shall I compare Thee” – page 813

· Sylvia Plath’s “Daddy” – page 826

· May Swenson’s “Women” – page 894

· Roethke’s “My Papa’s Waltz” – page 925

· Millay’s “What Lips my Lips Have Kissed” – page 939

· Coleridge’s “Kubla Khan” – page 1009