Unit Two – Poetry - Poems to choose from: Stafford (87), Alexie (92), Dickinson (94), Shakespeare (119), Blake (124), Brodsky (126), Gluck (285), Hughes (341), Ginsberg (345).
Choose ONE lens that you have not used yet to look at your poem(s) through: Formalist, Deconstructionist, Gender, Sexuality, Psychological, Sociological, Archetypal, Historical, Biographical, or Cultural.
· For this in-class essay you may either: apply one lens to one poem and use a minimum of one additional outside source to support your thesis, OR apply one lens to two poems which you will compare and contrast.
· Whatever you choose to do, be sure your essay has a clear thesis/focus that applies your lens to a specific element of your poem(s).
· Your essay should include direct quotes and examples from your poem(s) (as well as outside sources, if that is the assignment you choose) to reinforce your thesis. Everything should be in proper MLA format with in-text citations and a works cited.
· Your essay does not need to include an introduction that reiterates or explains the assignment or the lens.
· Please also focus on ANALYSIS. Stay away from a lot of summary of your poem(s).
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By the end of the semester, students will be able to:
1. Students will be able to manage and coordinate basic information gathered from multiple sources for the purposes of problem solving and decision-making.
2. Students will be able to recognize the use of evidence, analysis, and persuasive strategies, including basic distinctions among opinions, facts, and inferences.
3. Students will be able to critically read, analyze, interpret, and discuss literary texts by listening and reading critically for elements related to genre, human expression, situation, audience, purpose, and diverse points of view.
4. Students will be understand the value and capacity of literature to express human experience through close contact with primary literary texts as forms of cultural and creative expression.
5. Students will be able to locate, evaluate, and incorporate a variety of primary and secondary sources into essays, smoothly synthesizing the student's arguments with those of published sources.
6. Students will be able to employ standard MLA guidelines to correctly format, cite, and document all primary and secondary sources, whether paraphrased, summarized, and/or directly quoted.
7. Students will be able to understand that the writing and speaking processes include procedures such as planning, organizing, composing, revising, and editing.