The essay identifies the name of the poem and the author at the beginning. The essay presents a thesis in the introductory paragraph and ends with a concluding paragraph that restates the thesis of the essay. The body of the essay contains paragraphs that support the essay's thesis. The essay usually follows one or an appropriate combination of the four major organizational plans (chronological order, spatial order, logical order, order of importance), but there may be a few details or ideas that are out of place. Transitions are generally used effectively.
d. Have you read William Blake’s poem “London” from “Songs of Innocence and Experience”? 7. Identify the correct sentence. a. In order to assess you’re level of improvement in the course, you need to take both the pretestand the post-test.
How do these affect tone and mood = the poet’s attitude toward his/her subject? (Remember when commenting on figurative language: explain, for example, why a particular metaphor is appropriate or effective – do not simply explain what a metaphor is!) * What is the structure? Comment on stanzas or lines (not ‘paragraphs’ or ‘sentences’!) * Look for possible progression or movement in the poem – do the stanzas ‘move’ through time or through some sort of changes?
Here are the things I look for when I'm annotating: a. Literary devices-similes, metaphors, personification, foreshadowing, symbols, hyperbole. Note the device and-- most important--the effect the device has. Connotations-The ideas that words or phrases create in your mind, beyond their dictionary definition. Details-What impression do they make on you?
Describe each type. ANSWER: a) Songs- A short poem or other set of words set to
Question #4 What is your argument to the claim that the poem would be better in third-person plural? Question #5 Does the information provided add or detract from you experience of the poem? Question #6 Is it accurate--or misleading--to say that this poem presents an argument? III. In Chapter 11, refer to the five questions on page 308 under "Join the conversation."
Instructions A. Reread one of the short stories you especially liked. Consider its plot, setting, characters, point of view, imagery, figurative language, symbolism, tone and theme. Visualize the short story, or one section of the short story, as a poem.For example, if you want to work with plot you might write a ballad. If you want to work with setting, you might write a sonnet or a free verse lyric. What would the poem look like?
Use the scaffold below to assist you when it comes to your extended response. IntroductionSentences 1 - 2: Concept statement (could include a quote. )Sentence 3: Address / reword the questionSentences 4 - 5: Introduce the texts you will be discussing | ____________________________________________________________________________________________________________________________________________________________________________________________________________ | Body Paragraph OneExplain the significance of the FIRST poem and how it links to the concept of Belonging Sentence 1: Topic sentence – what is the topic of your paragraphSentences 2 – 7: Explanation. Example. Quote.
- Draw a correlation between the institution and the literary movement. - Provide a secondary citation to support your argument. - Justify use of citation 5. Correlated Literary Works (create an outline for each work applied): - Describe the particular work applied - Address style, content, and author’s purpose - Explain the influence upon/by the institution - Correlate the two through comparison, contrast, or any appropriate connection as you perceive it. - Provide a primary citation from the work to support your argument - Justify use of citation 6.
It has a rhyme scheme of AABB. A rhyme scheme “is the formal arrangement of rhymes in a stanza or a poem.” Rhyme Scheme (2013) Brooks uses rhyme though her poem. She uses words like cool/school, thin/gin, and sin/gin. Alliteration is the reoccurrences of a sound. Lurk/late is an example of this.