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ENGL102 5

Poetry Essay: Robert Frost's The Road not Taken

ENGL 102-D13: Composition and Literature

Spring 2021

LoRosa Perry: L28547924

APA Writing Style

Learn to use the Insert / Break / Page Break commands to separate the parts of the essay (title page/outline/essay pages/references). The purpose of the page break is to preserve the formatting that you have typed, especially when transferring the document to a different location.

Robert Frost's The Road not Taken

First paragraph needs 1-2 introductory sentences/generalizations at beginning. Naming the specific writer and/or work is not a generalization. Refer to How To sheets.

Remove personal pronouns; write in 3rd person—change throughout essay. HE Ch. 21

The Road not Taken by Robert Frost is a poem about change and nonconformist perceptions about life and making likely decisions. The poet talks about two ways or options to choose from that we are often faced with. That is the crucial time where one decides and makes the mark for his future. The title of the poem very much explains the theme of the poem and the narrative that the poet explores in it. We often come across situations where we have to choose the perfect right for ourselves. In doing so, we chase others and overlook our personality and just opt to go with the flow. [save this for the concluding remarks - The essay will explore the struggle of human nature in making decisions and] Frost uses the theme, mood, title, and literary devices to show how choices [incorrect usage here - affect shaping – use 1 verb form: affect OR shape] the personality. [save this for the concluding remarks - You need the courage to make your path or choose the less traveled one instead of following others. – but omit the personal pronouns]

There are multiple themes in the poem. One of the poem's major themes is the human notion of making wise life choices and taking pride in his achievements through his independent journey towards success. Moreover, the ability to differentiate between what is good and bad for you with a sense of utmost duty and responsibility are the key takeaways from the poem. The distinct personality of a person is what makes the individuality of any human stand out. Following the crowd is the safest act but making others follow you needs guts and courage. The poem has a literal setting that has deeper connotations for life's journey and the choices we make. The poet standing at the beginning of two diverging Roads symbolizes the critical situation in the life of the narrator that needs utmost attention and clarity to choose aptly.

Capitalize proper nouns only; do not capitalize common nouns. HE Ch. 37

The setting is explicitly symbolic because the two diverging roads, yellow wood forest, and all such images are symbolic of the author's life and his choices that will affect his future. The freedom of choice that the poet utilizes for making decisions can be related to his deep sense of responsible consciousness that makes him think before taking action. There are always some consequences for your decisions, and wise decisions take you way closer to your dreams, while bad decisions make you learn a lesson that is worth too much.

Essay must give actual quotations to support all major points.

APA does not have guidelines for poetry, so use the MLA format.

Poetry is cited by line.

See the handbook or the study sheets for the correct way to quote poetry: HE Ch. 13A

The poem's mood is serious, with a tinge of friendly advice or reminder to be careful while choosing for yourself or making any decision for life. The tone can also be observed as the one that beware his fellows of being actively involved and conscious while opting for life choices. The poet beware of his fellow beings that the decisions are once taken cannot be undone, so do not follow instead, decide and choose your own path. That is what will maintain the individual personality that you are born with. The road less traveled by means not accepting the orthodox ways of society about life and other matters. It is fine to be a nonconformist as long as you take responsibility for your actions

[use a correct transition here - Yes,] the title significantly reciprocates the poem's content because the poet talks about the serious issue of decision-making at a critical moment in life. It can be about your personal life involving friends and family, or it can as well be your professional life involving work and the future. In either case, decisions matter the most, and it is the courage to go with what your heart and mind say. It is your choices that make you or break you. Therefore, it is your fate that you create yourself in the form of making decisions.

Refer to How To sheets for how to use transitions. Add them to essay. HE Ch. 3D

The poet uses imagery, metaphor, and parallelism that are effectively helping to communicate the meaning of the poem. The imagery of yellowwoods, two diverging roads, and leaves all help the reader visualize what the author wants to portray through images. Through metaphor, the connotative meanings of the poem are explored in which two diverging roads are the life choices, resulting differently. The fork on the Road represents the blind ends or hardships that we face in our life journey. He uses parallelism to engage his readers and make them curious about which road the author might opt for to make the best decision for his life.

Remove personal pronouns; write in 3rd person—change throughout essay. HE Ch. 21

To conclude, the poet says in the end that he opted for the less traveled Road or went for the least popular choice, and that is what made all the difference; good or bad. It is not the end that matters only but also the process or journey that leads you to the end. - Conclusion should judge/assess/evaluate what has been said according to the Biblical principle / concept. Modify conclusion to reflect this perspective.

Work Cited

Frost, Robert. The road not taken: A selection of Robert Frost's poems. Macmillan, 2002.

Refer to the study sheets I sent to the class for complete information and correct citation format.

Overall, very good; work on sentence structure to revise.

112 / 150 points—Revise for a higher grade—attach the revision back to my email.

Criteria

Poetry Essay Grading Rubric—Levels of Achievement

Points Earned

Excellent/Good

Fair/Competent

Deficient

Development

(CCLO #2)

3 39 to 45 points

· Major points are stated clearly and are well-supported.

· Content is persuasive and comprehensive.

· Content and purpose of the writing are clear.

· Thesis has a strong claim.

· Audience is clear and appropriate for the topic.

· Supportive information (if required) is strong and addresses writing focus.

3 31 to 38 points

· Major points are addressed, but clarity or support is limited.

· Content is somewhat persuasive or comprehensive.

· Content is inconsistent and lacks clear purpose and/or clarity).

· Thesis could be stronger.

· Supportive information (if required) needs strengthening or does not address writing focus.

0 0 to 30 points

· Major points are unclear and/or insufficiently supported.

· Content is missing essentials.

· Content has unsatisfactory purpose, focus, and clarity.

· Supportive information (if required) is missing.

Organization and Structure

(CCLO #1)

3 39 to 45 points

· Writing is well-structured, clear, and easy to follow.

· Introduction is compelling and forecasts the topic and thesis.

· Each paragraph is unified and has a clear central idea.

· Transitional wording is present throughout the writing.

· Conclusion is a logical end to the writing.

3 31 to 38 points

· Writing is adequately organized, but some areas are difficult to follow.

· Introduction needs to provide a stronger gateway into the writing.

· Some paragraphs lack unity and coherence.

· Better transitions are needed to provide fluency of ideas.

· Conclusion is trite or barely serves its purpose.

0 0 to 30 points

· Organization and structure detract from the writer’s message.

· Introduction and/or conclusion is/are incomplete or missing.

· Paragraphs are not unified (e.g. more than 1 topic included, missing or inadequate controlling and concluding sentences).

· Transitions are missing.

· Conclusion, if present, fails to serve its purpose.

Grammar and Diction

(CCLO #1, #3)

3 39 to 45 points

· The writing reflects correct grammar, punctuation, and spelling standards.

· Language is accurate, appropriate, and effective.

· The writing’s tone is appropriate and highly effective.

3 31 to 38 points

· The writing contains some grammar, punctuation, and/or spelling errors.

· Language is unclear, awkward, or inappropriate in parts.

· The writing’s tone is generally appropriate and moderately effective.

0 0 to 30 points

· The writing contains many grammar, punctuation, and/or spelling errors.

· Language use is largely inaccurate or inappropriate.

· The writing’s tone is ineffective and/or inappropriate.

Format: Current MLA/APA/ Turabian Paper Requirements

(CCLO #6)

111 to 15 points

· Writing correctly follows formatting guidelines.

· Parenthetical and bibliographical source citations are used correctly and appropriately.

5 5 to 10 points

· Writing follows most formatting guidelines, but some flaws are detected.

· Parenthetical and bibliographical source citations are incorrectly formatted or used.

0 0 to 4 points

· Writing lacks many elements of correct formatting.

· Parenthetical and bibliographical source citations and/or references are not provided.

Total

112/150

Instructor’s Comments: Grade Scale: A = 150-135; B = 134-120; C = 119-105; D = 104-90; F = 89-0