Q Introduction As we've discussed, New Criticism holds that poems are best understood by a close and careful reading of the poem in order to demonstrate how its features establish its meaning. For this essay, you will conduct an analysis of one of the poems below. You will probably have more insights than you have space to develop in the paper, so choose carefully. I recommend that you focus on those elements of the poem that most contribute to its meaning. Remember, identifying ambiguity and irony are cornerstones of New Critical readings. Assignment Before you write Review the list of possible poems below. Spend a few minutes with each and look for interesting elements. Each of these poems poses its own challenges so don't look for what appears easiest but for what you can best analyze. Essay Prompt (The question you need to answer) Select one of the poems below and then write an email to your friend Phoebe explaining how its form contributes to its meaning. Remember, this is not about how the poem makes you feel or what others have said about it but about how the poem works. • “Love Song for Love SongsLinks to an external site.” by Rafael Campo • "Dream VariationsLinks to an external site." by Langston Hughes • “CitizenshipLinks to an external site.” by Javier Zamora • “PoetryLinks to an external site.” by Marianne Moore • “Odysseus to TelemachusLinks to an external site.” by Joseph Brodsky Specifics • Organize your analysis around one feature of the poem and bring in others to support that focus. For instance, if you look at the pairing of meaning established by end rhyme, you might also consider how the meter and symbolism emphasize those pairings. • Your paper should be 1,200 - 1,500 words long. Be sure to cite any material you introduce using MLA guidelines. • Self-Reflection Assignment (Directions Pending) • Conclude with a Works Cited page. Audience You have decided to present your thoughts about the poem to your friend Pheobe who is an avid reader and has been having trouble understanding some of the poems she's reading at her college. Pheobe values clear explanations but is not as familiar with poetry as you are. So if you use any special terminology, be sure to define it in a phrase or two. Suggestions for getting started • Devote some time to prewriting before you sit down to draft the essay. • Work from questions, not answers. If you explore something that you find interesting, you are much more likely to write engagingly • Integrate sources, but do so thoughtfully. Make sure that each source serves a specific purpose in your paper. If you quote, make sure the quotation directly supports your claim. • Stay focused. You do not have much space. A focused discussion of one element with ample supporting evidence and analysis will be more effective than a diffuse conversation about multiple features. • You might find it useful to examine a sample essay Actions to see what a well-developed argument looks like. You do not need to--in fact, you should not--make the same argument or integrate the same sources. Learning Objectives • compose an academic argument about literature Grading As we discussed in the syllabus, your grade on the assignment will be determined by the essay rubric. You can access it by scrolling down to the bottom of the assignment. You may revise and resubmit your essay until the end of the semester. Support Questions and Concerns If you have any questions or concerns, please let me know by contacting me through the Canvas inbox. ________________________________________ Click Next at the bottom right of each page to move through the module. Rubric Essay 1 Rubric Essay 1 Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeFocus The degree to which the essay identifies a useful topic and develops those ideas. 25 pts Mastery The essay introduces a nuanced topic and develops it fully. The topic thoughtfully engages the prompt and builds upon and adds to the discussions we've had. 23 pts Competency The essay introduces a clear topic and develops it fully. The topic thoughtfully addresses the assignment but may do so in formulaic ways. The connections between the elements of the argument may be unclear. 10 pts Developing The essay introduces an undeveloped or obvious topic. There is minimal and or highly formulaic engagement with the assignment. Paper may tend strongly toward summary. 0 pts No Marks 25 pts This criterion is linked to a Learning OutcomeAudience The degree to which the essay anticipates and fulfills its audience's needs and expectations. Includes considering the need for background information, evidence, analysis, and the reliability of sources. 25 pts Mastery The audience awareness is generally accurate and the paper has a clear understanding of the audience's needs. Tone, style, and supporting evidence are generally appropriate to its audience. The paper's understanding of its audience makes the argument quite easy to follow. 23 pts Competency The audience is somewhat unclear and/or ill-defined. Consequently, tone, style, and supporting evidence sometimes seems out of place. The argument can be followed with a bit of difficulty. 10 pts Developing The audience receives few, if any, accommodations. Tone, style, and supporting evidence are either inappropriate or very widely and without apparent rationale. The poor accommodation of the audience makes the paper quite difficult to follow. 0 pts No Marks 25 pts This criterion is linked to a Learning OutcomeEvidence The essay integrates evidence and analysis (explanation of that evidence) to support its thesis. 25 pts Mastery Sources are deliberately chosen from different media and/or styles. Introduces each source, through introductions may be a bit too brief. Makes adequate use of summary, paraphrase, and quotation. The short essay may occasionally introduce extraneous information. Introduces extraneous information. Sources are analyzed well, and the connection to the paper's thesis is clear. 23 pts Competency Sources are generally relevant though relevance occasionally may be unclear. Introductions are sometimes absent or significantly undeveloped. Use of summary, paraphrase, and quotation is sometimes haphazard. The evidence is usually analyzed although the connection to the paper's thesis may be sometimes unclear. 10 pts Developing The relevance of a source is often unclear. Sources are poorly introduced or not introduced at all. Analysis superficial, unclear or absent. Connections between evidence and thesis often extremely difficult to follow. 0 pts No Marks 25 pts This criterion is linked to a Learning OutcomeSelf-Reflection The essay includes a final section where the author reflects on what went well in this essay, what one or two areas could use improvement, and how to modify the writing process to make those improvements. 25 pts Mastery The self-reflection includes at least one paragraph discussing: 1) what went well, 2) one or two areas that could be improved, and 3) how the author will modify the writing process to make those improvements. All paragraphs include specific details from the essay. 23 pts Competency The self-reflection discusses two of the following three points in at least one paragraph: 1) what went well, 2) one or two areas that could be improved, and 3) how the author will modify the writing process to make those improvements. All paragraphs include specific details from the essay. 10 pts Developing The self-reflection discusses one of the following three points in at least one paragraph: 1) what went well, 2) one or two areas that could be improved, and 3) how the author will modify the writing process to make those improvements. All paragraphs include specific details from the essay. 0 pts No Marks 25 pts Total Points: 100