Poetry: In-class guided essay (Feb28-March3)

Poetry Essay: In-class Guided Essay on Sonnet 43
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(1paragraph)

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 (1/2paragraph)

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 in tone 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 (1/2 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 DescriptorsYour assignment will be marked according to the following descriptors provided by CIEGrade 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.

Additional Comments from Marker:  

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