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
The End and the Beginning Poem
This week, let’s look at a few poems by Nobel-Prize-winning poet Wislawa Szymborska from Poems New and Collected. If you are new to poetry, it wouldn’t hurt to first familiarize yourself with the basics of the genre via Introduction to Poetry. Also in preparation, be sure to consider my brief lectures on Close Reading and Creative Reading , and challenge yourselves to Annotate in the effort to unpack these poems in all their complexity.
STEP 1: From the aforementioned poems, select 2—which most resonate with you—to examine in detail. For each, write a response of at least 6 sentences, in which you attempt to make sense of the poem. What does it say? What does it mean? Speak to an intriguing theme it examines, or perhaps its final significance, symbolism, lesson, or moral. In doing so, show your work.*
*In other words, be sure to clarify your logic and quote liberally from the poem at hand, demonstrating how your specific words are in reaction to the specific words of the poem. Otherwise, readers like myself will question how you came to your conclusions. Remember, textual analysis is a form of critical analysis whereby you come to a reasoned and evidence-based understanding of the text through having analyzed the particulars, in this case word by word, line by line, stanza by stanza.
Also, don’t make the mistake of skimming the poem for a single, memorable line and then interpreting that line as if the whole text is encapsulated there. Not true. Consider single lines in context–in their relation to other lines. Assess how such lines inform and reinforce one another, revealing their collective, big-picture implications.
Lastly, pay close attention to word choice–every word counts, especially in poetry–and don’t forget to think figuratively, not just literally. Speaking of which, review the content I posted last week on Figurative Language, beginning with Metaphor.
STEP 2: Come up with your own question for discussion–regarding one of the poems–and answer it in at least 5 sentences. Be sure the question is an open-ended discussion question rather than a fact-based question. In other words, it should encourage conversation and needn’t have an answer; instead, it should value exploration over verifiability.
STEP 3: Comment constructively on the responses of at least 2 peers in at least 5 sentences each, going beyond mere acknowledgement and/or flattery, furthering an exploratory and analytical discussion that complicates–rather than simplifies–the subject matter at hand.
Note: Apply MLA in-text citation for poetry
Ground Rules :
- When challenging your peers’ interpretations or offering alternative views, try to refer to evidence from the text to support your ideas.
- Be respectful. Don’t put down the ideas of another student.
- Ask questions if you do not understand what someone has said.
- Remember this is a discussion first and foremost (characterized by inquiry, participation, and communal spirit), as opposed to debate (characterized by persuasion, prepared rebuttals, clear sides).
Goals:
- Help one another understand the ideas, issues, values, and rhetorical features reflected in these texts. Through a process of listening, making-meaning, and finding common ground, work toward shared understanding rather than trying to prove a particular argument. A Socratic seminar, like this one, is not used for the purpose of debate, persuasion, or personal reflection, as the focus is on developing shared meaning of a text.
- Have a robust discussion. In such a seminar, the participants–namely, you–carry the burden of responsibility for the quality of the discussion. Good discussions occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas.
Submission Guidelines : Be sure to number the questions you responded to, single-space your answers, and proofread your work carefully for grammar, spelling, and punctuation.
To post Steps 1-2, click “Reply” at the bottom of the screen. You may either (a) copy & paste your pre-written response in the text entry box that appears, or (b) click “Attach” (bottom-left) and upload your pre-written response. Then, click “Post Reply.” Keep in mind that you must post before you can see other replies.
To post Step 3 (your peer response/ discussion contribution), find at least 2 reading responses that pique your interest and click on “Reply” at the bottom of each post.
Rubric & Grading: To view the grading rubric, see below–or click the toggle button on the top-right-side of the screen (above the light blue bar) and select “Show Rubric.”
Otherwise, consider that the following criteria will be used for assessment…
- preparation (does the student’s work reflect a close reading of the text?)
- engagement (did the student thoughtfully engage with their peers?)
- respect (no interruptions or put-downs)
- meaning-making (students understand the text more deeply at the end of the seminar)
- use of evidence (student comments always refer back to specifics from the text).
Keep in mind that I will be assessing each of you by these means. So, failure to prepare and engage, be thoughtful and respectful, or support your ideas with evidence, will result in a reduction in your grade.
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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