During this class day, we will have an assessment on the terms from Kennedy/Gioia’s first three chapters. In the meantime, practice finding and explaining the accumulated “terms for review” in unfamiliar poems from the “Poems for Further Reading” (390 ff.). Practice on your own and with partner(s). Choose a poem from the back, identify examples of each term and explain what each example contributes to the overall effect of the poem. Consider Friday’s (Aug 31) brief show and tell about tools in “Monologue for a Millipede.”
twenty-minute session, in honor of Labor Day (ironic?)
the color game
“Monologue for a millipede”
poem options so far (& PDF)
monologue, repetition and line (principle and element)
see “Syllabus” for approximate deadline
Read through p. 62 in Kennedy / Gioia.
Mark parts that mean something to you.
selected exercises thru p. 55 (small and large groups)–e.g., “Experiment” (53)
w/ partner(s) read aloud, to each other, a poem chosen from back of the book (pp. 390 ff.); look up one word from poem read, and be ready to present word to class
In Kennedy & Gioia’s third chapter, read through page 55–up to the section, “WORD CHOICE AND WORD ORDER.”
In the case of this assignment, read the poems and the surrounding prose. Mark the book, to help you notice and remember significant terms. Also, find the poem that most intrigues you on this first reading of this material; be ready to read this one in class and explain its intriguing features.
Understandably, we have been mentioning “word choice” and “diction” these last several weeks. This chapter takes us deeper into the distinctions and dynamics of the general terrain. Watch this chapter closely, so that you come out the other side with more specific vocabulary for discussing a poem’s diction, or word choice.
Today, class time is your time–to finish, give feedback on and revise your full draft.
Before submitting this full draft to TURNITIN–by 3:30 this afternoon–include these two items at the bottom of your document:
1) an acknowledgment statement that identifies any person and source who has contributed to your the ideas and details in your writing;
2) a copy of the “content writing rubric,” found on the Raw Materials page of this course blog.
Since you will submit a full draft by 3:30pm Tuesday, and since you will have class time tomorrow to finish this draft, I HIGHLY recommend you try to complete your draft for homework, so that you can use class time to revise based on a partner’s feedback.
review week’s schedule; review TURNITIN feedback, including voice and interlinear comments
volunteers for public critique of essay openings
composition / feedback time
reminders: next class available for composition / feedback / revision; full draft due by Tuesday @ 3:30pm; all full drafts and final essays MUST include acknowledgment statement and content rubric
Before Monday’s class, have written at least the opening paragraph to your essay response to the “Writing Assignment on Tone” (IP 44). For this assignment, use any poem from chapter two but “My Papa’s Waltz.” Submit your partial (or full) essay draft to TURNITIN, before Monday’s class starts. A full, revised draft will be due by the 3:30 PM Tuesday–also submitted to TURNITIN.
We will use the content writing rubric for assessment. A copy of this rubric appears on the “Raw Materials” page. On that same page, you will find the short writing rubric, which we will use for shorter assignments like reflections and this week’s first TURNITIN submission, “What I have learned about poetry.”
General advice for this tone essay: 1) use the “Sample Student Paper” to study general organization and specific phrasing 2) for guidance, review “More Topics for Writing” because the wording of those questions may give you ideas about your chosen poem or your essay’s organization 3) remember that this exercise focuses on the “speaker’s attitude.”
preview weekend writing and content rubric
cf. Introduction to Poetry (IP) 44-47
register with TURNITIN (see needed information below)
submit response to TURNITIN
“What I have learned about poetry so far” (max. 250 words)
cf. short writing rubric
removed; see teacher for this information