Description

Composition 102: Writing about Literature

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Essay 1:Universal

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Due Dates: Response Draft: Friday, 3.5 submitted via Blackboard by 5pm

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Essay Draft:Friday, 3.19 submitted via Blackboard by 5pm

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Final Draft: Friday, 4.30 submitted via Blackboard by 5pm

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  • 3 pages; typed; double-spaced; MLA heading and title.
  • Choose only one of the below options to write an essay.
  • Citing/quoting any of the primary sources, proper in-text citations are required; a works cited page is not required if you are using the assigned, provided editions of the texts.If you are using another edition of any of the primary sources, a works cited page is required.
  • Citing/quoting/using any secondary sources, a works cited page is required.
  • The essay will be submitted to the instructor via Blackboard and returned to the student with comments.The student will then revise the essay submitting both the draft and the revised final later in the semester.Any changes made in the revision process for the final draft in the portfolio should be indicated by either highlighting or bolding the revisions.
  • For any assignment over the course of the semester, I will be happy to work with you on any step of your writing process.If you wish to work with me, I advise you to set up an appointment with me so that I may reserve for you a block of time.It is up to you to take responsibility for your writing and learning, and I strongly encourage you to conference with me.

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  • Located on Blackboard is William Blake’s poem “The Land of Dreams” from his Pickering Manuscript.Based on evidence from the poem, should the poem be classified a Song of Innocence or a Song of Experience?Your thesis should attempt to answer this question.
  • Located on Blackboard are “The Chimney Sweeper” poems by William Blake. One is a poem of innocence and one is a poem of experience.In a detailed essay, compare the two poems.
  • Located on Blackboard are several poems:

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Discussion may include imagery, tone, symbols, theme, irony or other poetic devices discussed in class to answer this question.

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Your interpretation and thesis should focus on answering the questions: what makes one a poem of innocence and the other a poem of experience?What is the poet using innocence/experience to say?

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Discussion may include imagery, tone, symbols, theme, irony or other poetic devices to answer these questions.

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William Blake’s “A Poison Tree,” Songs of Experience

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Lord Byron’s “When We Two Parted”

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Edgar Allan Poe’s “Annabel Lee”

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Robert Frost’s “Stopping By Woods on a Snowy Evening”

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Sappho’s “He is More than a Hero”

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W.B. Yeats’ “No Second Troy”

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Dylan Thomas’ “Do Not Go Gentle Into That Good Night”

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Matthew Arnold’s “Dover Beach”

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Wallace Stevens’ “The Poems of our Climate”

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Edna St. Vincent Millay’s “I, being born a woman and distressed”

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Czeslaw Milosz’s “Orpheus and Eurydice”

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Igor Oro’s “Maybe”

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Clint Smith’s “The Danger of Silence”

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Dexter Tortoriello’s “Brief Encounter”

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Choosing one of these poems (you may also choose to do this with the Blake poems of options 1 and 2), interpret the poem.

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You may interpret the poem in whatever way you best see fit, but your essay must have a thesis: a statement that provides a unique argument/interpretation about the poem and a focus as to how you will argue this interpretation.Avoid summarizing the poem.

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If you are struggling with an interpretation, consider: while discussing the definition of literature, we discussed how literature should express a universal human truth or emotion.What universal human truth or emotion does the poem express?Interpret the poem in terms of this.

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Please note: this means more than simply indicating what universal human truth or emotion is being expressed; you should also include a discussion/interpretation as to why this is an important theme in the work and what the poet is expressing/saying about this truth/emotion.

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This question is rather loose, so remember, your essay should incorporate a thesis (unique interpretation and focus), relevant discussion, specific examples/scenes/quotations, and should also use the literary devices discussed in class to support your claims; discussion could include imagery, tone, symbols, characters, representation, theme, irony or other poetic devices.

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