In-class Poetry Essay-Sonnet 43 (Feb 28-March 2)

The Task:

You will have three lessons to write your response to the following question:

Explore the ways in which the Elizabeth Barrett-Browning has used language and         other poetic devices to present her ideas about love in Sonnet 43.

To help you write your first literary essay on poetry, the following structure may be useful:

INTRODUCTION

(1 paragraph)

Use key words from the essay title in a brief description of what the poem is about. Comment briefly on the themes, issues, thoughts and feelings the poem explores.  Identify the narrator, the tone and viewpoint of the poem.

STRUCTURE

(1 or 2 paragraph)                                                                                                                              Divide the poem into sections and explain in more detail what the poem is about,               section by section.  Write about the development of ideas and themes from one section to another and one stanza to another. Consider the significance of shifts intone between sections.  Consider the shape of stanzas, line length, sentence length, enjambment and form.

DICTION (WORDS) (1 or 2 paragraphs)

Write about the significance and effect of the poem’s words and their connotations. Look at semantic fields, hyperbole, contrasts, allusions, level of formality etc. Include short quotations and analysis of the effects of language.

IMAGERY

(1 or 2 paragraphs)

Write about the significance and effect of the imagery used in the poem. Consider symbolism, metaphors, similes, personification, oxymoron etc.  Include short quotations and analysis of the effects of language.

GRAMMATICAL FEATURES (1 or 2 paragraphs)

Write about the functions of word classes. Consider nouns, pronouns, verbs,             adverbs, adjectives, conjunctions, prepositions, articles. Also                              consider syntax. Include short quotations and analysis of the effects of                              language. Only write about features which have significant effects.

SOUNDS

(1 or 2 paragraphs)

Write about the significance of rhyme, rhythm and meter. Consider the use of repetition .Consider alliteration, sibilance, assonance, short and long vowel sounds, harsh or soft consonant sounds and onomatopoeia.

CONCLUSION

(1 paragraph)                                                                                                                                Return to the key words of the question and give your final personal response to the poem as a whole. Do you think the poem is successful in conveying a message or portraying experiences, thoughts or feelings? What does the poem make you think or feel.

It is expected that you will come to class prepared with a copy of the poem,                           your book and any additional notes you decide to bring.

The session will begin on February 28th and finish March 3rd at the end of the period.

When you have finished typing/editing your work you will print one copy and send one copy to jmayer@bifskorea.org.

Grade Descriptors

Your assignment will be marked according to the following descriptors provided by CIE

Grade A

A Grade A candidate will have demonstrated the ability to:                                                sustain a perceptive and convincing response with well-chosen detail of narrative and situation;                                                                                                                                               demonstrate clear critical/analytical understanding of the author’s intentions and the text’s deeper implications and the attitudes it displays;                                                               make much well selected reference to the text;                                                                             respond sensitively and in detail to the way language works in the text;                             communicate a considered and reflective personal response to the text.

Grade C

A Grade C candidate will have demonstrated the ability to:                                                 make a reasonably sustained/extended response with detail of narrative and situation;                                                                                                                                                show understanding of the author’s intentions and some of the text’s deeper implications and the attitudes it displays;                                                                                                                                                         show some thoroughness in use of the text for support;                                                             make some response to the way language works in the text;                                          communicate an informed personal response to the text.

Grade E

A Grade E candidate will have demonstrated the ability to:                                                         make some relevant comments in terms of narrative and situation;                                                                                                                                              show some understanding of the author’s intentions and the surface meaning of the text;                                                                                                                                                     make a little reference to the text for support;                                                                              make a little reference to the language of the text;                                                               communicate a basic personal response to the text.

Grade F

A Grade F candidate will have demonstrated the ability to:                                                                                                                                                           make a few straightforward points in terms of narrative and situation;                                show a few signs of understanding of the author’s intentions and the surface                            meanings of the                                    text;                                                                                                                                                    make a little reference to the text;                                                                                                                                                        show evidence of a simple personal response.

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