A Critical Analysis of the Writings of E.E Cummings Emily Zambrano English IV Period 3 Thornton Township High School Author Note Emily Zambrano, Department of English, Thornton Township High School. Correspondence concerning this paper on E.E Cummings should be addressed to Emily Zambrano, Department of English, Thornton Township High School, 15001 South Broadway Avenue, Harvey, Illinois 60426. Email: e4p3zambrano.emily@gmail.com Abstract The poem by E.E Cummings “All in
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POETRY PRESENTATION RUBRIC |CATEGORIES |LEVEL 1 |LEVEL 2 |LEVEL 3 |LEVEL 4 | | |50 – 59% |60 – 69% |70 – 79% |80 – 100% | |KNOWLEDGE |Unprepared with poem and |some preparedness with poem and|considerable preparedness with |high
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Outline Prescribed question: How and why are certain groups represented in a particular way? Title of text for analysis: Derek Walcott's "Prelude" Part of the course to which task refers: Part IV: Literature: Critical Study My critical response will: * Expose the oppression of the West Indie natives caused by England. * Emphasize the misrepresentation of the natives' conditions and emotions in literature as a major cause of West Indie oppression. * Explore how Walcott uses literary
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it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods, or according to their adherence to certain aesthetic features or expectations . Literature may consist of texts based on factual information, a category that may also include polemical works, biographies, and reflective essays, or it may consist of texts based on imagination . Literature written in poetry emphasizes
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ANALYSIS OF SHAKESPEARE’S SONNET 18 V. Henriet Lesson plan Class: • 3rd-4th year student’s • Intermediate level Prerequisites: • the class should have already studied Shakespeare’s biography, his main works and should also have a general idea of what a sonnet is. Lecture organisation: • Time: 50 mins. • Additional tools needed: overhead projector, one handout of the sonnet for each student in order to allow
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well-structured analyses/critiques about what they have read. Students will write a variety of rhetorical modes and for a variety of purposes including narration, information, and persuasion. Students’ papers will reflect a sophisticated level of original analysis and include references to the read text or to outside sources where appropriate. VII. Course Objectives: Students will: * develop an ability to write about problems from historical, philosophical, rhetorical and/or cross-cultural and interdisciplinary
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The poem represents the central character Aunt Jennifer as a timid and passive woman who is being suffocated by her marriage she is stuck in. While the poem also goes on to talk about “Find even the ivory needle hard to pull/The massive weight of Uncle's wedding band” (Nelson line 6-7) the idea of male dominance upon her life and all of her Uncle’s ideals being presses against her, especially in the time this was wrote during. The weight of the band is the idea of promise to marry a man and stay
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unstressed-stressed Trochee: stressed-unstressed Anapest: unstressed-unstressed-stressed Dactyl: stressed-unstressed-unstressed Pyrrhic: unstressed-unstressed Spondee: stressed-stressed Scansion: the analysis of verse to show its meter Caesura: a pause separating phases within lines of poetry Rhyme: one of two or more words or phrases that end in the same sounds Alliteration: the use of words that begin with the same sound near one another Assonance: repeating identical or similar vowels
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ENG2602/101/3/2015 Tutorial letter 101/3/2015 GENRES IN LITERATURE AND LANGUAGE: THEORY, STYLE AND POETICS ENG2602 Semesters 1 & 2 Department of English Studies IMPORTANT INFORMATION: This Tutorial Letter contains important information about your module. CONTENTS Page 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE....................
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ADVANCED PLACEMENTENGLISH Poems for Response: 2012-2013 1st Semester (1) Choose one of the following poems for each of the poetry responses. All are found in Roberts and Jacobs, Literature: An introduction to Reading and Writing, 8th ed. on the indicated pages. Use a poem once only during the quarter. Write on one poem only for a poetry response. Remember, read all poems once a week. Margaret Atwood, “Variation on the Word Sleep,” p.1166 Elizabeth Bishop, “The Fish,” 763 E. E. Cummings
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