Choose one of the poems assigned last week from The Norton Introduction to Literature for your analysis. Using close reading techniques, develop an argumentative thesis for your analysis. Write a two-three-page paper that supports your thesis. At the end of the essay, provide a Writing Process Summation by answering the following questions:

• Why did you choose this poem?
• How did you arrive at your understanding and assertion about the poem?
• What were the points you made in this essay?
• How did you revise this?
• What do you want your reader to see from your essay?

This paper must have a Works Cited page, separate from the body of the essay (insert a page break to make sure it is always on another page). See p. 462 in The Little, Brown Handbook for the example for citing a selection from an anthology, such as The Norton Introduction to Literature.

Some of you are having difficulty understanding how to analyze rather than just summarize a piece of literature. You understand that literary criticism means paying close attention to all the details, but still are not sure what to do with those details to analyze the poem. The following may give you some guidance so that you can start out well.

As you look at the poems, you need to focus on a specific topic and take a stance. One way of doing this is to answer a question by looking very closely at the poem from the perspective of the question.

 

“In the Park” by Gwen Harwood

• Why does the woman want to avoid the passing man?
• What do we know about the woman and her life?
• How does the usage of dialogue “’How nice,’ et cetera,” create the tone of the poem?

Thesis Statements

Your thesis is never the question: it is always the answer to the question and should be as narrow and specific as possible.    The thesis should take a stance, must be in active voice, and should contain two or more key points that will be developed in your essay. The thesis will organize your presentation, provide a frame of reference for your reader, and give a sense of cohesion to your essay.

Every essay must have a thesis statement in the introduction. Let the reader know what your thesis statement is by putting it in bold type. Be sure you state the title of the poem and the author in the introduction.

For those of you who need help formulating a thesis sentence, I can give you a few prototypes to use. You will need to fill in the blanks with the key points you are going to use in your essay. Feel free to change any of the words or phrases in the sentence if you need to use it.

“In the Park,” by Gwen Harwood

• The woman thinks the man sees her as ____________________, ________________________, and _______________________ because she is _____________________.

The blanks in these sentences are for the key points you will then make in the body of your essay.  Develop them in the order you present them.  Give examples from the poem and use in-text, parenthetical citations with the line of poetry—ex. (Harwood ll. 2-3).  After the first time you use line (l.) or lines (ll.) just give the poem line (14).

Summarize the points you make, and conclude your essay by somewhat mirroring your introduction in your final paragraph.    Do not use the same exact words and phrasing, but make sure the meaning of the introduction and the conclusion are the same.

Works Cited

At the end of your essay, insert a page break to ensure that your Work Cited page will be on a separate page.  I have cited one of the poems below.  After that I have given you the pattern for the citation.  You must use examples from the poem and you must cite the poem for this assignment.

 

Work Cited

Keats, John.  “To Autumn.”  The Norton Introduction to Literature. Kelly J. Mays, ed.  Portable 11^th ed.  New York: Norton, 2016.  695-696.  Print.

Last name of author, first name.  “Title of the Poem.”  Title of book.  Editor.  Edition.  Place of Publication: publisher, date of publication.  Page number(s).  Medium.

 

Grading Rubric

The criteria below will be used to grade Essay 1.

 

 

Criteria	Level 5	Level 4	Level 3	Level 2	Level 1
Thesis 10 points	The essay presents clear, fully developed, distinct thesis statement that reveals stance on poem and direction of analysis.	Thesis statement indicates stance, with some idea of direction toward analysis.	Reveals stance or direction, but needs some more clarification.	Initial thesis statement provided but needs significant development.	No thesis statement or just summarizes the poem.
Development 30 points	Fully-developed points analyzing poem presented. Points fully developed. Good use of quotes and close reading toward analysis with follow-through on demonstrating thesis. Includes excellent primary source into discussion effectively. Meets page requirement.	Offers a pretty strong approach toward analysis and development of points. Good initial close reading of quotes, but could use some elaboration while focused on demonstrating thesis statement. Integrates material from the primary source.	Good start on exploring the analytical approach of the poem. Has some close reading of quotes from the poem, but needs more development toward analysis and demonstrating thesis statement. Includes material from primary sources, but needs to connect it to analysis.	Offers some insight toward analysis, but needs more follow through on developing an analysis of points.	The essay focuses on summarizing and/or responding to the poem. Doesn’t include close reading, primary source.
Organization 25 points	Contains an introduction, body paragraphs, and conclusion. Points follow a clear progression and flow in distinct body paragraphs, and are thoroughly explored in body paragraphs. Points logically lead into each other. Strong use of transitions.	Contains an introduction, body paragraphs, and conclusion. Most points distinct from each other, with some revising needed; however, the flow of points is pretty sound. Has some transitions, but more needed to connect points more smoothly.	Contains a semblance introduction, body paragraphs, and conclusion. Some points are blurred or spread out through the essay; writing goes back and forth between points. Needs more tightening and better use of transitions.	Points are hard to follow and lack logical flow. Few transitions are used or need clarity.	The direction of the essay is hard to follow and the poor distinction between points and analysis affect readability.
MLA Format 15 points	Quotes and sources are properly formatted and cited. The document contains all of the following MLA formatting details: double-spacing, headers with page numbers, paragraph indents, correctly cited and formatted works cited page.	Quotes and sources are properly formatted and cited. The document contains many of the following MLA formatting details: double-spacing, headers with page numbers, paragraph indents, correctly cited and formatted works cited page.	Quotes and sources are formatted and cited but have minor errors. The document contains some of the following MLA formatting details: double-spacing, headers with page numbers, paragraph indents, correctly cited and formatted works cited page.	Quotes and sources are formatted and cited but don’t follow MLA guidelines. The document contains few of the following MLA formatting details: double-spacing, headers with page numbers, paragraph indents, correct works cited.	Document has too few elements of MLA format and/or is missing citations for quotes, sources, etc.
One Paragraph Summation 5 points	Summation offers developed and clear insight into writing process and analysis. 1 paragraph long.	Solid summation, but needs some more elaboration of writing process and analysis approach.	Provides an initial description of writing process and analysis. Needs a little more clarity and development.	Offers a brief description, but more elaboration is needed.	Very brief or no summation provided.
Grammar, Style, Mechanics 15 points	Perfectly polished and clear writing observing correct grammar, effective clear style (concise and formal, use of third person only), with no typos.	Writing is mostly polished and clear writing mostly observing correct grammar, effective clear style (use of concise and formal language; use of third person only), with no typos.	Writing is effective but has some areas where grammar, style, typos need correction.	Writing contains many errors in grammar or style that affect readability.	Significant errors pervade the essay.