“Introduction to Poetry” by Billy Collins
•
“Motives and Thoughts” by La uren Hill
•
“One Boy Told Me” by Naomi Shihab Nye
Assignment:
Submit a 600 to 750 word essay
that you write on your own
about the meaning of one of the
assigned
poems
you read or heard in this lesson.
You should begin your analysis with a clear thesis where you set forth the meaning you
will discuss in
your essay. You will support your idea of the meaning by using examples from the poem itself. You
will also note poetic devices and figurative language that contribute to the poem’s meaning, but you
will not simply move through a list of po
etic devices. Think and write about how the poetic devices
work to suggest a meaning/theme.
Remember, the poet is not necessarily the speaker or subject of a poem. The speaker is the persona
—
not the author. The poems are not always autobiographical either.
For some quick reminders about
writing, go to the OWL Purdue writing center site:
http://owl.english.purdue.edu/owl/resource/615/1/
You are not to use any outside sources: books, internet
, study helps, etc. in the preparation or
writing of this essay. Your work is to be your original interpretation.
As a reminder, here is a list of the poems from which you may choose:
•
“Introduction to Poetry” by Billy Collins
•
“Motives and Thoughts” by La
uren Hill
•
“One Boy Told Me” by Naomi Shihab Nye
Essay must be submitted by due date and time listed on course calendar.
Rubric for Poetry Analysis:
90 to 100
Thesis is a clear, arguable point that sets forth the meaning that will be discussed in the
shor
t essay. Written response is appropriate; explains the poem’s meaning by offering
evidence from the poem itself. Figurative language and poetic devices are discussed in
the context of how they contribute to poem’s effectiveness and meaning.
Essay
demonstr
ates correct and accurate written English; indicates knowledge and
understanding of the poem in its cultural context; moves beyond basic summary or
paraphrase to provide thoughtful analysis; uses examples from
a close reading to
explain and support analys
is; response is detailed and sophisticated. Organized and
well developed.
80 to 89
Thesis is evident and clear. Written response is on target and plainly addresses the
meaning set forth in the thesis; essay uses clear, correct written English;
demonstrates
understanding of the poem within its cultural context; gives a solid discussion, but may
rely more on facts or elevated paraphrase than analysis; uses some examples of poetic
devices and figurative language to explain response. Organized and d
eveloped.
70
–
79
Thesis is not arguable and/or effective and may be a statement of topic rather than
theme or meaning. Written response explains the poem, but may fail to address some
issues of the poem
such as poetic devices or figurative language; some
errors in written
English, but still understandable and mostly correct; shows that student has read the
poem and demonstrates adequate understanding of it;
uses paraphrase and summary to
explain rather than analysis. Discussion of poetic language may be r
udimentary,
unclear, or not connected to poem’s meaning. Organization is evident in structure of the
analysis.
60
–
69
Thesis is not apparent or ineffective. Written response does not adequately discuss
poem’s meaning; written English is often unclear and c
ontains numerous errors; some
indication that poem has been read but analysis fails to communicate the poem’s
meaning;
responses are brief or inadequate; responses use few, if any, examples or
references from the poem.
May lack organization and structure
.
0
–
50
Written response fails to analyze or explain the poem’s meaning; written English
contains numerous errors and is often unclear; little indication that poem has been read
or understood; analysis is brief or poorly written; responses are minimal and
fail to
demonstrate college level reading and writing. May be poorly organized and lack
discernable structure
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