The list excluding the one I did;
“The Facebook Sonnet" by Sherman Alexie, p. 495
“Do Not Go Gentle into That Good Night” by Dylan Thomas, p. 496
“Form" by Elaine Mitchell, p. 507
“Shooting the Horse" by David Shumate, p. 512
“A Red, Red Rose” by Robert Burns, p. 565
"this morning (for the girls of eastern high school)” by Lucille Clifton, p. 566
“Because I could not stop for Death” by Emily Dickinson, p. 568
“The Road Not Taken” by Robert Frost, p. 575
“Pied Beauty” by Gerard Manley Hopkins, p. 578
“Harlem” by Langston Hughes, p. 579
“Written in Disgust of Vulgar Superstition" by John Keats, p. 582
“The New Colossus” by Emma Lazarus, p. 582
For your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list.
Please select two works from the list —excluding the one you
already reflected on in Part A of the Phase 3 DB assignment—and answer
the questions below. Again, be sure to begin your paper with an engaging
introduction and clear thesis statement, develop each point in the body
of your paper using examples and quotes from the poems, and conclude
your paper with a restatement of your thesis and closing remarks. Also,
make sure you maintain your credibility by including in-text citations
and a reference list correctly formatted in APA style.
- Imagery: What visual images can you identify in both poems?
Comment on the details you notice about objects, places, people, colors,
textures and so forth. Which of your other senses are stimulated by the
- Figures of Speech: List the specific metaphors, similes, puns
and other figures of speech each poet uses and how they contribute to
the poem’s overall meaning. (Remember, figurative language is not
literal but rather suggestive of something else. For example, the
metaphor, “Jack is a pig,” is not a reference to an actual animal with
hooves but rather someone named Jack who has pig-like qualities or
- Symbolism: Identify the symbols you notice in each poem. What
abstract concepts (e.g., love, death, truth) might the concrete objects
(e.g., persons, places, things) suggest?
- Language and Word Choice: Every word in a poem has been included
(or left out) after much deliberation, as poets choose their words very
carefully. Remark on the following in each poem: Does the poet use
informal or formal language? Does he or she write in an older dialect or
contemporary English? Provide examples.
- Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter?
- Themes: What are the main messages of both poems? Give reasons for your answers.
- Sound: Read both poems aloud. What do you notice about their
rhythms, rhyme schemes and musicality? How does listening to the sound
of a poem differ from merely reading it as words on a page?
- Final Thoughts: Poetry can enlighten and/or evoke deep emotion
in readers. Express the impact each of the two poems you have analyzed
for this assignment had on you. What insights did you gain about life or
human nature, and what feelings did each piece stir in you? Has your
view of poetry changed in any way since reading and analyzing the Phase 3
poems? Explain your answer