Category: Poetry

Please write and upload an essay that responds to the following prompt:
Imagine

Please write and upload an essay that responds to the following prompt:
Imagine that you are at an academic conference for undergraduate students majoring in English (and field related to English, such as Creative Writing or Adolescent Education). You are part of a panel called “The Value of Literary Studies” and you’re tasked with giving a short lecture titled, “Poetry: What it is and Why it matters.”
Your aim in this academic talk is to define poetry and to convince your audience that studying poetry is a valuable endeavor. Your talk should draw upon and refer directly to the works we have read during the first half of the semester, and it should reference examples from the poetry we’ve discussed in class. As you formulate your argument, think about the core questions that have linked together the theoretical and philosophical texts we’ve addressed: What is poetry? What is its purpose? What does it do? How does it work? Answering these questions should help you to arrive at your own personal answer to the core question: Why is studying poetry a valuable activity?
There’s no need to provide citations for any of the poetry we covered in class or for anyone of the works that we read on Brightspace. I would prefer that you don’t use outside sources, but if you absolutely need to do so, please be sure to provide a citation for any ideas you take from those sources and be sure to quote and cite any language that you take directly from those sources.
Poems that can be referenced are:
The emperor of ice cream- Wallace Stevens
Meeting the British- Paul Muldoon’s
When you ae old- W.B. Yeats
Terry Eagleton: “What is Poetry?”
Laurence Perrine: “What is Poetry?”
Matthew Zapruder: “Three Beginnings and the Machine of Poetry”
Stephanie Burt: “Reading Poems”
Perrine: “Reading the Poem” and “Denotation and Connotation”
Zapruder: “Literalists of the Imagination” and “Three Literal Readings”
Plato: from The Republic and “Ion”
Aristotle: from Poetics
Longinus: from On Sublimity
Sir Philip Sidney: from The Defence of Poetry
Edmund Burke: from On the Sublime and the Beautiful
Carolyn Korsmeyer: “Aesthetic Pleasures”

Audience

Every writing situation involves persuasion: you need to convince you

Audience

Every writing situation involves persuasion: you need to convince your reader that your position is valid and that your argument is compelling. The first step in convincing your reader is to think about your reader: who is my audience and what do they value?

I (the professor) am your target audience for this first assignment. You should assume that I have a basic knowledge of the poem, that I am familiar with the formal devices used in poetry, and that I am looking for an interpretation that says something new and interesting about the poem.

Creating Rhetorical Exigence

Create a “problem” in your introduction. Early on you need to sell your reader on the importance of your topic, and doing so usually entails creating a problem, a question that your essay will answer. You can’t do that by opening with lines like: “Throughout history poetry has been important in society”; or “My Sister’s Jeans” is a really interesting poem that I enjoyed reading.” Believe it or not, many students do open with these types of mundane sentences, and I react to them as you would react: So what? What’s new or thought provoking about these points? A better strategy is to begin by focusing on ambiguities or points of uncertainty in the text itself. One way to do that is to jot down questions you had while reading the work. For example, Why does the author keep returning to ___ image or ___ metaphor throughout the poem? Who is the speaker of the poem? How is he or she different from the implied author? What types of formal devices are used and how do they relate to the content? Use these questions as a starting point for locating aspects of the work that are unclear, uncertain, troubling, or thought provoking. Then, write an introduction that highlights these points of ambiguity.

Formulating an Argument: Some Common Pitfalls

When constructing your argument about the poem, the first thing you need to remember is that argument does not mean summary. Although it might be necessary to remind your reader of what happens in a poem—especially if the poem is obscure—too much summary will quickly turn a promising essay into a poor one. That’s because the job of a literary critic is to add his or her own insights about the poem, to say something new or interesting about the poem. It is not to recount what happens in the poem.

The second thing you need to remember is that not all arguments are the same. An argument about a poem that simply identifies a theme or that says something obvious does not add to our understanding. A good way to avoid this pitfall is to focus on an aspect of the poem that isn’t clear to you—some question, which you had when reading the poem, that doesn’t have an immediately obvious answer.

Formulating an Argument in Three Parts

Once you’ve identified a good question, you need to come up with a good answer. And this involves creating a thoughtful argument about the poem. Here are three easy steps to follow that will help you generate a good, thoughtful argument:

1. Identify the poem’s moral statement (see Eagleton for more details), which is distinct from the poem’s topic or subject. The subject is simply what the poem is about in a narrow sense: a snowy wood, the poet’s father, an old person’s memory, a field of daffodils, etc. The moral statement, by contrast, is the poet’s (usually implicit) assertion that this topic has some meaning, that it’s valuable, that it says something about human existence. Thus, a poet in writing about a snowy wood might use that subject as an occasion for thinking about death, while another might use a field of daffodils to explore the sustaining power of beautiful memories.

2. Once you’ve identified the poem’s moral statement (and, remember, poems can have more than one), you’ll have a fuller understanding of what the poem is about—not just the topic but the significance of the topic. The next step is to shift your focus from what the poem says to how the poem says it. This is a crucial move. If you simply write about what the poem says, even if you have a deep understanding of the work’s moral statement, you aren’t engaging in literary analysis. To simply address what a poem says is akin to an art critic focusing only on what a painting depicts, not on how the painter depicts her subject (through light, shading, composition, etc). Shifting to how in poetry analysis means considering the poem’s formal elements, everything from rhythm and alliteration to metaphor and tone.

3. Now that you have a good understanding of the poem’s moral statement and of how it is communicated, you need to do one more thing: evaluate the moral statement, the form, and the connection between the two. That’s another way of saying: think critically about the poem. Sometimes this can mean commenting more fully on the relationship between form and content, a type of aesthetic response to the poem: “By adopting an ironic tone, in his meditation on death, the poet creates a sense of ambiguity. He seems, on one hand, to fear death—the snowy wood where he might ‘sleep’—but he also seems to long for the end, the sleepy comfort of the grave.” Sometimes, though, it can mean talking about the poem’s political implications (usually in terms of race, class, gender, and sexuality): “By using a snowy wood to symbolize a boundary between life and death, this supposed nature poem actually reinforces capitalist assumptions about private property and the commodification of land.” Obviously, you don’t need to limit yourself to an aesthetic or political response. There are many other ways to reflect critically on a poem: the point is simply that you need to take a stand—you need to provide your own insights—on what the poem says and how it says it.

Combining these three steps together will enable you to formulate a good argument about the poem.

Supporting Your Argument

At this point, you’ll have asked a good question about the poem, and you’ll have created a smart central argument. The final step is to prove that argument through close analysis of specific lines in the poem. At a basic level, this means support what you say with quotations from the poem. If, for example, you argue that the poet’s use of irony creates ambiguity, quote the lines that display irony and ambiguity. If you believe the snowy wood in a poem symbolizes a boundary between life and death, quote the words that suggest this boundary. If you believe that rhythm is especially important in a certain line, quote the line and place accents on the syllables.

Quoting lines, though, is only the first part of good close analysis. The second thing that you need to do is analyze the lines. That is, discuss the lines in light of your argument. If your central argument is a good one, you’ll be able to demonstrate that the lines on the page can be read in ways that are interesting, thought-provoking, and not immediately obvious. What you’re doing, in other words, is showing your reader how exactly your thesis helps us to interpret the poem in new ways. If, by contrast, your quotations illustrate your argument without requiring any commentary, you probably have created a simplistic central claim. If so, revise your argument until it helps you to generate new ways of reading the words on the page.

One final point: when we talk about poetry, we use specialized language. The formal elements in poems have specific names—many of which are defined in the back of Eagleton’s book. It is extremely important that you employ this specialized language. To see why, consider the following analogy: imagine you’re in a biology class, and your professor tried to teach you how to understand the workings of the digestive system without using any specific names to define the various organs. That would be a pretty lame class. The same is true of any discussion of poetry that doesn’t use specialized language. Thus, don’t say how the lines have a nice “flow”; talk about the “iambic meter” or the author’s use of “assonance.” Don’t say that the first line seems deliberately unclear. Say that the “grammatical subject” has two possible “verbs,” which creates a sense of “ambiguity.” Don’t say that the person sounds angry even though his words are nice. Say that the “speaker’s tone” is at odds with the “diction.” We could go on with this, but you get the point: good close reading relies upon the specialized terms of poetic analysis. Bad close reading talks in vague terms and relies upon non-specialized language. For examples of good close reading, look at the final chapter in Eagleton.

A Word on Sources

Remember what I said on the first day of class. I will assume that all of the words and ideas in the essay are your own. In general, it is best to avoid outside sources that provide pre-packaged readings of specific poems. Thus, steer clear of places like SparkNotes, as their readings are usually simplistic and obvious. If, however, you need to look up specific references in a poem, that’s perfectly fine. Just be sure to cite your sources. If, for some reason, you want to incorporate language from an outside source, be sure to place that language in quotation marks and cite your source. Borrowing ideas or language without proper attribution constitutes plagiarism.

Audience

Every writing situation involves persuasion: you need to convince you

Audience

Every writing situation involves persuasion: you need to convince your reader that your position is valid and that your argument is compelling. The first step in convincing your reader is to think about your reader: who is my audience and what do they value?

I (the professor) am your target audience for this first assignment. You should assume that I have a basic knowledge of the poem, that I am familiar with the formal devices used in poetry, and that I am looking for an interpretation that says something new and interesting about the poem.

Creating Rhetorical Exigence

Create a “problem” in your introduction. Early on you need to sell your reader on the importance of your topic, and doing so usually entails creating a problem, a question that your essay will answer. You can’t do that by opening with lines like: “Throughout history poetry has been important in society”; or “My Sister’s Jeans” is a really interesting poem that I enjoyed reading.” Believe it or not, many students do open with these types of mundane sentences, and I react to them as you would react: So what? What’s new or thought provoking about these points? A better strategy is to begin by focusing on ambiguities or points of uncertainty in the text itself. One way to do that is to jot down questions you had while reading the work. For example, Why does the author keep returning to ___ image or ___ metaphor throughout the poem? Who is the speaker of the poem? How is he or she different from the implied author? What types of formal devices are used and how do they relate to the content? Use these questions as a starting point for locating aspects of the work that are unclear, uncertain, troubling, or thought provoking. Then, write an introduction that highlights these points of ambiguity.

Formulating an Argument: Some Common Pitfalls

When constructing your argument about the poem, the first thing you need to remember is that argument does not mean summary. Although it might be necessary to remind your reader of what happens in a poem—especially if the poem is obscure—too much summary will quickly turn a promising essay into a poor one. That’s because the job of a literary critic is to add his or her own insights about the poem, to say something new or interesting about the poem. It is not to recount what happens in the poem.

The second thing you need to remember is that not all arguments are the same. An argument about a poem that simply identifies a theme or that says something obvious does not add to our understanding. A good way to avoid this pitfall is to focus on an aspect of the poem that isn’t clear to you—some question, which you had when reading the poem, that doesn’t have an immediately obvious answer.

Formulating an Argument in Three Parts

Once you’ve identified a good question, you need to come up with a good answer. And this involves creating a thoughtful argument about the poem. Here are three easy steps to follow that will help you generate a good, thoughtful argument:

1. Identify the poem’s moral statement (see Eagleton for more details), which is distinct from the poem’s topic or subject. The subject is simply what the poem is about in a narrow sense: a snowy wood, the poet’s father, an old person’s memory, a field of daffodils, etc. The moral statement, by contrast, is the poet’s (usually implicit) assertion that this topic has some meaning, that it’s valuable, that it says something about human existence. Thus, a poet in writing about a snowy wood might use that subject as an occasion for thinking about death, while another might use a field of daffodils to explore the sustaining power of beautiful memories.

2. Once you’ve identified the poem’s moral statement (and, remember, poems can have more than one), you’ll have a fuller understanding of what the poem is about—not just the topic but the significance of the topic. The next step is to shift your focus from what the poem says to how the poem says it. This is a crucial move. If you simply write about what the poem says, even if you have a deep understanding of the work’s moral statement, you aren’t engaging in literary analysis. To simply address what a poem says is akin to an art critic focusing only on what a painting depicts, not on how the painter depicts her subject (through light, shading, composition, etc). Shifting to how in poetry analysis means considering the poem’s formal elements, everything from rhythm and alliteration to metaphor and tone.

3. Now that you have a good understanding of the poem’s moral statement and of how it is communicated, you need to do one more thing: evaluate the moral statement, the form, and the connection between the two. That’s another way of saying: think critically about the poem. Sometimes this can mean commenting more fully on the relationship between form and content, a type of aesthetic response to the poem: “By adopting an ironic tone, in his meditation on death, the poet creates a sense of ambiguity. He seems, on one hand, to fear death—the snowy wood where he might ‘sleep’—but he also seems to long for the end, the sleepy comfort of the grave.” Sometimes, though, it can mean talking about the poem’s political implications (usually in terms of race, class, gender, and sexuality): “By using a snowy wood to symbolize a boundary between life and death, this supposed nature poem actually reinforces capitalist assumptions about private property and the commodification of land.” Obviously, you don’t need to limit yourself to an aesthetic or political response. There are many other ways to reflect critically on a poem: the point is simply that you need to take a stand—you need to provide your own insights—on what the poem says and how it says it.

Combining these three steps together will enable you to formulate a good argument about the poem.

Supporting Your Argument

At this point, you’ll have asked a good question about the poem, and you’ll have created a smart central argument. The final step is to prove that argument through close analysis of specific lines in the poem. At a basic level, this means support what you say with quotations from the poem. If, for example, you argue that the poet’s use of irony creates ambiguity, quote the lines that display irony and ambiguity. If you believe the snowy wood in a poem symbolizes a boundary between life and death, quote the words that suggest this boundary. If you believe that rhythm is especially important in a certain line, quote the line and place accents on the syllables.

Quoting lines, though, is only the first part of good close analysis. The second thing that you need to do is analyze the lines. That is, discuss the lines in light of your argument. If your central argument is a good one, you’ll be able to demonstrate that the lines on the page can be read in ways that are interesting, thought-provoking, and not immediately obvious. What you’re doing, in other words, is showing your reader how exactly your thesis helps us to interpret the poem in new ways. If, by contrast, your quotations illustrate your argument without requiring any commentary, you probably have created a simplistic central claim. If so, revise your argument until it helps you to generate new ways of reading the words on the page.

One final point: when we talk about poetry, we use specialized language. The formal elements in poems have specific names—many of which are defined in the back of Eagleton’s book. It is extremely important that you employ this specialized language. To see why, consider the following analogy: imagine you’re in a biology class, and your professor tried to teach you how to understand the workings of the digestive system without using any specific names to define the various organs. That would be a pretty lame class. The same is true of any discussion of poetry that doesn’t use specialized language. Thus, don’t say how the lines have a nice “flow”; talk about the “iambic meter” or the author’s use of “assonance.” Don’t say that the first line seems deliberately unclear. Say that the “grammatical subject” has two possible “verbs,” which creates a sense of “ambiguity.” Don’t say that the person sounds angry even though his words are nice. Say that the “speaker’s tone” is at odds with the “diction.” We could go on with this, but you get the point: good close reading relies upon the specialized terms of poetic analysis. Bad close reading talks in vague terms and relies upon non-specialized language. For examples of good close reading, look at the final chapter in Eagleton.

A Word on Sources

Remember what I said on the first day of class. I will assume that all of the words and ideas in the essay are your own. In general, it is best to avoid outside sources that provide pre-packaged readings of specific poems. Thus, steer clear of places like SparkNotes, as their readings are usually simplistic and obvious. If, however, you need to look up specific references in a poem, that’s perfectly fine. Just be sure to cite your sources. If, for some reason, you want to incorporate language from an outside source, be sure to place that language in quotation marks and cite your source. Borrowing ideas or language without proper attribution constitutes plagiarism.

Write a three-page, double-spaced paper of analysis that includes one more bibli

Write a three-page, double-spaced paper of analysis that includes one more bibliography page on Robert Frost’s “Out, Out,” Robert Hayden’s “Those Winter Sundays,” and Theodore Roethke’s “My Papa’s Waltz.” Include three outside sources, one for each poet or poem. Cite these outside sources in your bibliography or list of works cited. Cite the poems also in the bibliography or list of works cited. Use in-text citations when you need to. Use the MLA style for writing the essay. Do not use more than three outside sources. Your bibliography will have six elements, the three poems and the three outside sources.

Please answer both following parts:
Part one:
I would like you to take a close l

Please answer both following parts:
Part one:
I would like you to take a close look at the song “The Queen and the Solider” by Suzanne Vega, whose lyrics are in the form of a poem.
Once you have carefully read the lyrics and listened to the song, please tell us what type of poem it is? Is it lyric, narrative, or dramatic. Explain why.
Next, I would like you to tell me who the two personas in the poem are. Once you have done that, please characterize the personas. How do you know how what type of person each is? Use quotes (line numbers as citations)to prove this. (Some questions you may consider here: is the queen a good person? Is the soldier overstepping his role by going to the palace? What does he want out of life? Do you think there is a backstory here between the two?)
By no means are you limited to just the questions I asked above. Those were just to get you thinking. I hope you have plenty to say about the main personas and their actions in the song!
Part two:
Compare the poem “Richard Corey” to the song “Eleanor Rigby” by The Beatles using this format:
THESIS: By using theme, characterization and tone, the poet and the songwriter achieve the same point: that growing up is far from easy.
I. Poem
Theme (brief explanation of theme of poem here)
Characterization (brief explanation of character(s) of poem here)
Tone (brief explanation of tone of poem here)
II. Song
Theme (brief explanation of how the theme varies from the poem or is the same)
Characterization (same as above)
Tone
You can choose to add as much detail as you wish to your outline. I have just given you a skeleton outline above, you would have to fill in all the details. I have found that the most successful essay writers usually compose more thorough outlines. If you plan things out carefully, writing your essay can be a breeze! Remember you can also use a point by point outline if you feel that would work better!
Remember: All you are turning in the week is an OUTLINE for your essay on a poem and a song.
Make sure you:
Include a thesis statement at the top of your outline
Indicate whether you are using block format or point by point format somewhere on the top of your page
Fill in your outline with various SPECIFIC points you are going to make in your essay. Your outline should be filled out a lot more than the one I provided to you here for formatting purposes.
Feel free to reach out to me should you have any questions!

PREVIEW: Unit 2 Poetry Analysis Thesis and Outline Assignment Instructions
Purpo

PREVIEW: Unit 2 Poetry Analysis Thesis and Outline Assignment Instructions
Purpose
This assignment, due in Module 6, will enable you to identify a poet’s use of poetic devices and create an original thesis that analyzes their function within the text and a coordinating outline for a proposed composition.
Skills
This assignment requires careful explication of a poem and discussion of literary analysis on a surface level. You will practice:
Critical reading and thinking skills
Annotation and explication of a text
Identification and application of poetic devices and connection to a theme
Composition of literary analysis
Learning Objectives: LO1, LO3, LO4, LO5, LO10, LO13
Task
In this assignment, you will build on your previous skills and experiences explicating and annotating a poem with an end goal of an effective outline including an introduction, thesis, and the first two components of a body paragraph with topic sentences and evidence. Your outline will identify specific literary devices and their connection to an overall theme for the poem. This assignment is a continuation of the process you completed in this unit’s previous assignments and allows you to practice several aspects of the typical structure of a literary analysis essay.
Part 1
Choose one of the poems your instructor assigned for this unit. You can certainly choose a poem you have already posted about in one of the Unit 2 forums, but you don’t have to. Be sure to consider what you learned and your feedback from your Poetry Response Video Assignment and Discussion Board 2.1 when working on this assignment. NOTE: Do not use any of the texts used in sample assignments or instructional videos in this course. If in doubt, check your selection with your professor before beginning this assignment.
Part 2
You will closely read (and reread) your chosen poem, considering its mode, patterns of figurative language, and other literary elements while annotating and explicating the text. This portion of the assignment serves as your notes or foundation to the written composition, so be mindful to genuinely engage with the text and investigate its contents.
Part 3
Next, you will use your annotations and notes to discern a connection between the devices identified and an overall theme of the poem. Refer back to the preliminary work with this type of skill with Discussion 2.1 and the Sample Literary Analysis to help guide your process. It is during this step that you will create your working thesis statement and related supporting details.
Part 4
Use this section as the framework for creating an analytical outline. Your finished outline should include the following elements:
First, an introductory paragraph that offers key background information on the poem and what you are focusing on about it. Consider using the format suggested in your Literary Criticism Assignment in Unit 1. As with any introduction, your thesis should be the final sentence. Compose a well-crafted thesis statement: One sentence that identifies the connection of literary device(s) to a theme within the text. Remember, your thesis should be specific and argumentative.
Next, compose topic sentences (Main Ideas) to begin your body paragraphs. These should focus on specific ideas and elements from the poem that provide evidence and support for your overall interpretation of the poem (thesis). Keep in mind that your topic sentences are also specific and argumentative; they are essentially the thesis for that body paragraph. (Be sure to have NO LESS THAN 3 topic sentences total.)
For each topic sentence, you will provide AT LEAST one textual example (Evidence) to support your claim. Be sure to provide the MLA citation for each example, as you must use these in an essay. You want to keep the number of examples per paragraph no more than two.
To follow each textual example, you will need to provide. Analysis or explanation of how and why the examples you selected support NOT ONLY the topic sentence argument BUT ALSO the thesis for essay overall. The analysis portion of the paragraph is the longest, most in-depth portion of the body paragraph. For the outline, you will not need to fully develop your analysis; you will simply need to provide a sentence (or two) that shows the connection between your Main idea and Evidence.
The final step of the body paragraph is the Link or transition; this sentence is the signal that informs your reader that this paragraph is finished and builds a segue to the next topic. You can use transitional words and phrases (in addition to, in contrast, although, etc.). Keep in mind that your final body paragraph will not transition to a new topic paragraph but to the conclusion; it will read a little differently than the others.
To close your outline, you will want to provide a concluding paragraph. This paragraph should echo your earlier thesis statement but not simply restate it. Your conclusion should identify the larger significance of your essay: Why is your argument or information important for others to read and consider. What should your reader do after reading your argument? So what?
**Sources for textual support should come from the poem***

PREVIEW: Unit 2 Poetry Analysis Thesis and Outline Assignment Instructions
Purpo

PREVIEW: Unit 2 Poetry Analysis Thesis and Outline Assignment Instructions
Purpose
This assignment, due in Module 6, will enable you to identify a poet’s use of poetic devices and create an original thesis that analyzes their function within the text and a coordinating outline for a proposed composition.
Skills
This assignment requires careful explication of a poem and discussion of literary analysis on a surface level. You will practice:
Critical reading and thinking skills
Annotation and explication of a text
Identification and application of poetic devices and connection to a theme
Composition of literary analysis
Learning Objectives: LO1, LO3, LO4, LO5, LO10, LO13
Task
In this assignment, you will build on your previous skills and experiences explicating and annotating a poem with an end goal of an effective outline including an introduction, thesis, and the first two components of a body paragraph with topic sentences and evidence. Your outline will identify specific literary devices and their connection to an overall theme for the poem. This assignment is a continuation of the process you completed in this unit’s previous assignments and allows you to practice several aspects of the typical structure of a literary analysis essay.
Part 1
Choose one of the poems your instructor assigned for this unit. You can certainly choose a poem you have already posted about in one of the Unit 2 forums, but you don’t have to. Be sure to consider what you learned and your feedback from your Poetry Response Video Assignment and Discussion Board 2.1 when working on this assignment. NOTE: Do not use any of the texts used in sample assignments or instructional videos in this course. If in doubt, check your selection with your professor before beginning this assignment.
Part 2
You will closely read (and reread) your chosen poem, considering its mode, patterns of figurative language, and other literary elements while annotating and explicating the text. This portion of the assignment serves as your notes or foundation to the written composition, so be mindful to genuinely engage with the text and investigate its contents.
Part 3
Next, you will use your annotations and notes to discern a connection between the devices identified and an overall theme of the poem. Refer back to the preliminary work with this type of skill with Discussion 2.1 and the Sample Literary Analysis to help guide your process. It is during this step that you will create your working thesis statement and related supporting details.
Part 4
Use this section as the framework for creating an analytical outline. Your finished outline should include the following elements:
First, an introductory paragraph that offers key background information on the poem and what you are focusing on about it. Consider using the format suggested in your Literary Criticism Assignment in Unit 1. As with any introduction, your thesis should be the final sentence. Compose a well-crafted thesis statement: One sentence that identifies the connection of literary device(s) to a theme within the text. Remember, your thesis should be specific and argumentative.
Next, compose topic sentences (Main Ideas) to begin your body paragraphs. These should focus on specific ideas and elements from the poem that provide evidence and support for your overall interpretation of the poem (thesis). Keep in mind that your topic sentences are also specific and argumentative; they are essentially the thesis for that body paragraph. (Be sure to have NO LESS THAN 3 topic sentences total.)
For each topic sentence, you will provide AT LEAST one textual example (Evidence) to support your claim. Be sure to provide the MLA citation for each example, as you must use these in an essay. You want to keep the number of examples per paragraph no more than two.
To follow each textual example, you will need to provide. Analysis or explanation of how and why the examples you selected support NOT ONLY the topic sentence argument BUT ALSO the thesis for essay overall. The analysis portion of the paragraph is the longest, most in-depth portion of the body paragraph. For the outline, you will not need to fully develop your analysis; you will simply need to provide a sentence (or two) that shows the connection between your Main idea and Evidence.
The final step of the body paragraph is the Link or transition; this sentence is the signal that informs your reader that this paragraph is finished and builds a segue to the next topic. You can use transitional words and phrases (in addition to, in contrast, although, etc.). Keep in mind that your final body paragraph will not transition to a new topic paragraph but to the conclusion; it will read a little differently than the others.
To close your outline, you will want to provide a concluding paragraph. This paragraph should echo your earlier thesis statement but not simply restate it. Your conclusion should identify the larger significance of your essay: Why is your argument or information important for others to read and consider. What should your reader do after reading your argument? So what?
**Sources for textual support should come from the poem***

“My Papa’s Waltz” by Theodore Roethke Please watch this video about pattern, sou

“My Papa’s Waltz” by Theodore Roethke Please watch this video about pattern, sound, and meter in poetry. ( https://www.youtube.com/watch?v=URuMb15CWJs&t=34s ) Read this poem carefully, and consider both the story the poet is telling and the rhyme and meter he uses to tell it. Notice how it is written in Iambic tri-meter, which is the pace of a waltz. It has a bouncy, and childlike feeling to it. Notice how this affects your interpretation of the poem. ( https://www.poetryfoundation.org/poems/43330/my-papas-waltz ) * After reading My Papa’s Waltz BY THEODORE ROETHKE and watched the video please answer these questions: – In your view, who is the speaker of this poem and who are they talking to? How does the speaker feel about this person and what is the evidence for these feelings? AND, how does the poem make you feel, and why? *** In your discussions, please be and trust yourself. Don’t go to outside sources. Write informally and honestly.Your answer must be written in your own voice and words. All plagiarism must be avoided. *** I would like the paper to be looking like a question & answer format rather than looking like an essay. *** *** Only use the sources that I gave you *** express what you are going to write in a way that sounds like it’s coming from you and sounds more like you’re giving your personal opinion using your own words******

“My Papa’s Waltz” by Theodore Roethke Please watch this video about pattern, sou

“My Papa’s Waltz” by Theodore Roethke Please watch this video about pattern, sound, and meter in poetry. ( https://www.youtube.com/watch?v=URuMb15CWJs&t=34s ) Read this poem carefully, and consider both the story the poet is telling and the rhyme and meter he uses to tell it. Notice how it is written in Iambic tri-meter, which is the pace of a waltz. It has a bouncy, and childlike feeling to it. Notice how this affects your interpretation of the poem. ( https://www.poetryfoundation.org/poems/43330/my-papas-waltz ) * After reading My Papa’s Waltz BY THEODORE ROETHKE and watched the video please answer these questions: – In your view, who is the speaker of this poem and who are they talking to? How does the speaker feel about this person and what is the evidence for these feelings? AND, how does the poem make you feel, and why? *** In your discussions, please be and trust yourself. Don’t go to outside sources. Write informally and honestly.Your answer must be written in your own voice and words. All plagiarism must be avoided. *** I would like the paper to be looking like a question & answer format rather than looking like an essay. *** *** Only use the sources that I gave you *** express what you are going to write in a way that sounds like it’s coming from you and sounds more like you’re giving your personal opinion using your own words******

Write an essay, which is based on Cathy Song’s 1983 poem “Lost Sister”Begin your

Write an essay, which is based on Cathy Song’s 1983 poem “Lost Sister”Begin your essay with an introduction that answers the question directly and sets up the terms of your argument.  Choose quotations that directly prove your arguments, and incorporate them correctly into your sentences. Finish your essay with a conclusion that summarizes your argument and offers any final thoughts.
Essay Question:  In “Lost Sister,” the speaker describes Chinese women’s experiences in China and in America. How do these experiences compare to each other? What are their individual advantages and disadvantages? Which experience does the speaker seem to prefer, and why?  Illustrate your answer with at least ten (10) quotations, including line number citations, and use the vocabulary terms simile, metaphor, apostrophe, symbol, and connotation at least one time each in sentences that show the terms’ meanings and how they influence the meaning of the poem.  (For example:  “The speaker uses a simile in line X” would not count.  Instead, identify the simile with quotation, and explain how it is important to the meaning of the poem, to your own argument.)  Your essay should be at least 700 words long (longer is fine; shorter is not).