An Irish Airman Foresees His Death Literature

An Irish Airman Foresees His Death Literature

Description/Paper Instructions

An Irish Airman Foresees His Death Literature

Irish Airman, Foresees, His, Death, Literature

8 Short Essay Questions Literature

1—–Read W. B. Yeats’s poem, “An Irish Airman Foresees His Death” (page 19 of poetry packet) and Thomas Hardy’s “The Man He Killed” (page 11).  In both poems, we are given reasons why the two men chose to fight in a war, each reason very different.  In a short essay, explain your understanding of these very different reasons and discuss which one you agree–or disagree–with most.  Be SPECIFIC in your answer.

To help make the Hardy poem clearer:

“nipperkin” (line 4) refers to an alcoholic drink

“‘list” (line 13) means to enlist, to join the army

“his traps” (line 15) means one’s possessions–all he owns

“half a crown” (last line) refers to giving someone money to buy himself a drink

Read W. H. Auden’s “The Unknown Citizen” (pages 8-9 of poetry packet), which we have discussed in class, and give your own answer to the two questions asked in the last two lines: “Was he free?  Was he happy?”  Do you agree with Auden that just asking these question is “absurd?”  Why do you believe he says this?  Also, explain what Auden means when he writes, “Had anything been wrong, we should certainly have heard.”  As with all the assignments you will be doing till the end of the semester, please answer in a brief essay.

Amazing Grace” (page 16) is a poem–which became a famous song in Christian churches throughout the world–that expresses the the basic idea on which much of the Christian religion is built.  Carefully read–and reread–each stanza.  What picture (“philosophic snapshot”) does it paint about human being and why “grace” is so important to a person’s life?  In addition, do you agree or disagree with this picture?  In a brief essay, be very specific in giving your reasons. You might want to include your own personal experience with this message, if such an experience was/is part of your own cultural upbringing.

Countee Cullen’s poem, “Incident” (pages 23-24) is a short, simple poem in which a child remembers one moment from his past.  Being very specific in your answer, write a brief essay explaining exactly what the effect of this very brief incident was on the boy’s life–and maybe even into his adult years.  Refer especially to stanza 3 (page 24 top) and what these last four lines tells you.  Does this incident in any way remind you of something similar you have experienced in your own life and how it affected you?  As always, be very specific in answering.

Choose ANY poem of your choice (one NOT in the poetry packet) and discuss in detail what its “philosophical snapshot,” its meaning, is for you.  Why did you select this poem?  What about its meaning speaks to you.  Explain what some of the lines in the poem mean for you.  Please include the whole poem itself along with your discussion.  This assignment takes the place of the oral presentation assignment which would have taken place if we were still meeting as we used to.  You can search online and find numerous poems from which to choose.

Read Charles Bukowski’s “Poem for My 43rd Birthday” (page 27 of poetry packet).  In stanza 1, Bukowski tells you where he is and what he has (implying what he doesn’t have).  In stanza 2, he describes all the people he is watching going to whatever their job is, all “out there making money.”  In the final stanza, he tells you what he’d going to do after watching them.  In view of the idea we’ve discussed often in class, that “We don’t see things as THEY are, we see things as WE are,” discuss in a brief essay exactly how Bukowski sees the world and the people in it.  Do you agree or disagree with this view?  As always, be specific in your answer.

Refer to pages 14-16 for both versions of “Richard Cory,” the one by Edwin Arlington Robinson and the one by Paul Simon.  Focus especially on the repeated stanzas used by Simon throughout his poem, particularly his repetition of it at poem’s end.  What “philosophical snapshot” (message) is Paul Simon implying that’s not included in Robinson’s poem?  Please submit answers here by hitting “Reply.”  I will be checking these after their due date on Wednesday, March 18 at 11:59PM.

Here is the assignment for Wednesday, March 18.  In your poetry packet, read the following three poems by Robert Frost: “The Road Not Taken” (page 1), “Stopping by Woods on A Snowy Evening” (page 3), “Out, Out–” (page 7).  Discuss the “philosophic snapshot,” as we discussed in class, involving the idea of choice.  What part does choosing play in our lives?  With regard to “Out, Out–“, focus on the final sentence and how it relates to choosing how to live our lives following a tragedy.  This will be due Wednesday, March 18 at 11:59PM.  Upload a MS Word document here into Canvas.

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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