Omparative Analysis of Poetry Gwendolyn Brooks WE REAL COOL& Maya Angelou Phenomenal Women”

There can only be one critical resource for each poem. I will need the copies of the exact information used emailed to me please. I need them to hand in with my paper to show what I used. here is the assignment hand out...Comparative Analysis of Poetry

Due Dates:

Your 1 _ 2 page rough draft is due in class on February 13 (Wednesday)/February 14 (Thursday). You are to bring two copies of your draft to class for workshopping. However, you may still submit a rough draft to the instructor any time before February 17 6PM.

Your 3-4 page completed assignment is due February 20 (Wednesday)/February 21 (Thursday). You are required to submit both copies of your rough draft from workshopping, photocopies/printouts of any secondary sources you use in the paper, copies of your annotated poems, pre-writing notes and a Works Cited page.

A comparative analysis is

A comparative analysis is NOT a simple listing of the things each poem does or does not have in common.

Choose 2 (two) poems from the list below:
· Peter Meinke,  Advice to My Son p. 9
· Paul Zimmer,  Zimmer in Grade School p. 11
· Robert Hayden,  Those Winter Sundays p 13
· Marge Piercy,  Barbie Doll p. 14.
· Stephen Crane,  War is Kind p. 73
· Helen Chasin,  The Word Plum p. 74
· Langston Hughes,  A Dream Deferred p. 76
· Carl Sandburg,  Fog p. 77
· Robert Frost,  The Road Not Taken
· Theodore Roethke,  My Papa s Waltz p. 280
· Michael Lassell,  How to Watch Your Brother Die p. 273
· Gwendolyn Brooks,  We Real Cool p. 1003
· Langston Hughes,  I, Too, p. 1120
· Maya Angelou,  Phenomenal Woman p. 780
· Margaret Atwood,  You Fit Into Me p. 782
· Sylvia Plath,  Mirror p. 794
· Shakespeare,  My Mistress s Eyes Are Nothing Like the Sun p. 798
· Blake,  The Chimney Sweeper (Songs of Innocence) or  The Chimney Sweeper (Songs of Experience) p. 502 and p. 503
· Dylan Thomas,  Do Not Go Gentle Into That Good Night p. 1238
· Walt Whitman,  Song of Myself p. 1239
· Wilfred Own,  Dulce et Decorum Est p. 1244

Read the poems once through to get a sense of what is going on. Write down what you see happening on the surface of the poems. Read the poems out loud. Then, start annotating the poem. Underline unfamiliar words, words or ideas that repeat, unusual phrases, etc.

Compare and contrast. Use a Venn diagram or lists to organize what things the poems have in common or are unique to each poem.

Read the sample comparative analysis on pages 1145-1147.

Using the data you have collected from your annotation and your diagram or list, formulate your thesis statement.

Write your paper making sure to hit all the points established in your thesis statement.

You must find a total of two critical sources using the LRC database. You must find one critical article for each poem you select. The critical articles are not biographical sketches about an author s life; they are critical analyses that scholars have written about the poem that will make your argument stronger.

There is a sample comparative analysis on pages 1145-1147. Read that

Grading Rubric:

10 points: The final draft is 3-4 pages. Two copies of the rough draft are included. Copies of the portions of secondary sources cited in the argument are included with cited portions highlighted.

5 points: The argument follows MLA citation standards including proper margins, an original title, and a Works Cited Page.

5 points: The in-text citations follow MLA citation standards.

5 points: The introduction has a clear thesis that is arguable. The paper  hits the ground running and does not deal in vague terms, but relates to the context of the argument immediately.

5 points: The conclusion sums up the argument.

25 points: The paper does not simply give a simple list of things that the chosen poems do and do not have in common. The similarities and differences between the poem are used to reveal something interesting about the chosen theme. The paper deals with each poem equally and connects them both together.

10 points: The argument uses citations from the poems and secondary sources to prove its point. The argument is logical and deals with the text of the two poems without delving into the poet s life and/or other outside influences that are not directly related to the text of the poems.

10 points: The argument is organized in a way that is easy to follow. The argument is connected by a series of fluid transitions. The argument is logical and is based in the text of the poems.

5 points: The argument works in the specific. It does not use vague terms or introduce irrelevant evidence to the argument as filler.

20 points: There are few spelling, grammar, and other stylistic errors. The argument uses the active voice and the writer writes clear sentences and paragraphs that are easy to understand.