Julia Alvarez and three of her poetry are examined

Julia Alvarez and three of her poetry are examined

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

 

ESSAY ON POET RESEARCH
a score of 200
A MINIMUM OF FIVE DOUBLE-SPACED PAGES AND ONE WORKS Cited page
APPROXIMATE VALUE: 200 POINTS
ENGL 132 EVALUATION Rubric for Research Essays
You will read three poems in this poetry unit:
• “Queens, 1963” is a film that was released in 1963. (810)
• “They’re Ironing Their Clothes” (820-21)
• “My Very First Muse” (826-27)
This project requires you to produce a research report on these poetry.
The poetic aspects on the poetry analysis worksheet (speaker, setting/time period, word choice/tone, imagery, figurative language, sound elements) will be used to arrange the paper. The assignment’s specific requirements are stated below.
REQUIREMENTS
1. The thesis should identify a recurring topic in Alvarez’s poetry, which can be demonstrated by examining all three poems. As a result, your first objective is to think about what concepts, topics, feelings, and so on connect the three poems: What do they have in common besides being written by Alvarez?
2. The essay’s body should examine each poem, demonstrating how Alvarez’s use of poetic elements (mentioned below) supports your conclusion. Each poem’s analysis should be at least one page long (three pages of body paragraphs), and you should paragraph logically rather than using page-long body paragraphs.
Maybe you talk about one strong aspect in one paragraph and two others in another. There is a sample paragraph as well as writing guidelines for the paragraphs.
• Speaker • Time period / setting • Word choice / tone • Imagery • Figurative language
3. Throughout the paper, research should be used. Background information on the poet should be supplied, but only that which is important to the analysis of the poetry should be included.
On your works cited page, include at least six [6] sources. All three poems must be cited, as well as at least two of the readings from the section on Alvarez (806-31) – the majority of the readings are Alvarez’s views on the poems, making them both credible and relevant. Even if all of your sources are from the textbook, be sure that any other sources you use are reputable and relevant. UNDER NO CIRCUMSTANCES ARE WIKIPEDIA ARTICLES ALLOWED.
4. Correctly cite sources in the text. Always start with your works referenced citations.
A Pocket Style Manual has an example for citing the poem in the textbook on pages 158-59. Consult the reference librarians’ concise guide to MLA for MLA Style forms for diverse sources (web pages, books, etc). (Concise guide). Because you may be quoting multiple Alvarez sources, it is necessary to provide additional information in the text to distinguish them (MLA Style).
5. Maintain a third-person perspective. Don’t use firstperson pronouns to refer to oneself in the document (“I,” “me,” “we,” “our”), and don’t use secondperson pronouns to refer to the reader (“you,” “your”). Concentrate on the poet and the poems, both of which are third-person subjects that are not about you or the reader.
TIPS FOR WRITING THE INTRODUCTION
Three things should always be attempted in an introduction paragraph:
1. Grasp the reader’s attention.
2. Describe your essay’s topic and aim. 3. Identify your essay’s key theme.
All of these things will be included in a “excellent” introduction for this assignment. You should start your essay with a creative opener, often known as an attention getter or a hook, to pique the reader’s interest:
• A question on the topic of your essay (the poems, poets, topic or theme)
• A quotation related to your essay’s topic (will likely come from research)
• A striking statistic or fact concerning the topic of your essay
• An anecdote (a short narrative) about the theme of your essay
• A figurative language device such as a metaphor, simile, or other figure of speech
Examples:
Lucille Clifton, a poet, understands that life can be a difficult mountain to climb: she has overcome prejudice and sexism. (metaphor)
What distinguishes Lucille Clifton’s poetry? (question)
Following that, your introduction should include background information about the topic of your essay.
At the very least, proper background entails mentioning both the poem and the poet who will be discussed in your essay. Research can be used to provide more in-depth background on the poems, poets, and issues mentioned, but don’t give away too much information about these topics in the introduction – the body is where the most of the research should be applied.
Finally, your thesis statement should be stated at the end of your essay’s introduction: a single line that establishes a unifying theme for the three poems. Always mention both the essay’s topic and your unique point about that topic in your thesis; avoid announcement statements that just name the topic (“My article will…”).
SUGGESTIONS FOR WRITING BODY PARAGRAPHS:
1. Paragraphs should be no more than 150 words long (exceptions will be made for exceptional efforts), but paragraphs should not be more than a page long. Divide yoursdiscussion of each poem into at least two separate paragraphs.
2. Paragraph should have a minimum of two references to details in thespoem or from research (better work will exceed this requirement) (superior work will exceed this minimum).
3. If you employ a poetry phrase (i.e., slant rhyme or metaphor or speaker),sillustrate its usage in the poem. Do not just declare that the speaker is so-andso; explain how you know so-and-so is the speaker using information from thespoem and / or through research.
4. Paragraph should clearly discuss the specifics from the poem and explainshow they support the poem’s thesis.
5. Apply MLA Style rules for quoting from and citing the poetry.
Review the handout on working with poetry. The introduction to poetrysassignment and MLA Style quiz should provide you with some practicesbefore you write the essay

 

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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