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Research Essay

Details

Assignment:

Purpose:

· The purpose of this essay is to demonstrate the analytical literary skills you have been using and to add library research to those skills.

· You will be taking a paper you have done this term, expanding it, and applying research as further evidence.

· See the resources I have added and will be adding to the modules for the rest of the term.

Length:

· 1,000 to 1,200 words

· MLA format

Sources:

· ~five to seven

· You will be also doing an annotated bibliography that should be four to five sources. Assignment Information Forthcoming.

PAPERS COMPLETED IN CLASS:

WOMEN’S OPPRESSION IN SUSAN GLASPELL’S TRIFLES

GOTHIC ELEMENTS

https://libguides.bpcc.edu/c.php?g=701376&p=4976983

MLA for Literature

Novels-

· Italicize novel titles

For In-text-

The narrator recounts, “The act was ending, and there was a general stir in the box. Suddenly Newland Archer felt himself impelled to decisive action” (Wharton 16).

For Works Cited-

Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.

Ex.

Wharton, Edith. The Age of Innocence. New York, Macmillan Publishing Company, 1920.

Short stories-

· Use quotation marks around the title throughout the essay and on the Works Cited page.

· Use the author’s last name and page number for in-text citations.

In-text citation example-

In “The Yellow Wallpaper,” the narrator describes their summer dwellings as a “colonial mansion, a hereditary estate, I would say a haunted house, and reach the height of romantic felicity- but that would be asking too much of fate!” (Gilman 571).

· For quotations from prose that are more than four lines, use block quote. Enter down to a new line to begin the quote and hit tab/indent. See the example below:

They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense for my cowardice and inhumanity was sent out of the house. (Bronte 78)

*Notice, the period usually goes outside the citation, but for block quotes it does not.

For Works Cited-

Gilman, Charlotte Perkins. “The Yellow Wallpaper.” The Norton Introduction to Literature,

edited by Kelly J. Mays, shorter 13th ed., W.W. Norton and Company, 2019, pp. 571-582.

Poetry-

· Use quotation marks around poem titles

· When using short (fewer than three lines of verse) quotations from poetry, mark breaks in verse with a slash, ( / ), at the end of each line of verse (a space should precede and follow the slash

In text-example-

In “The Raven, Poe concludes, “And my soul from out that shadow that lies floating on the floor/ Shall be lifted-nevermore! (107-108).

For Works Cited:

Poe, Edgar Allan. “The Raven.” The Norton Introduction to Literature,

edited by Kelly J. Mays, shorter 13th ed., W.W. Norton and Company, 2019, pp. 1155-1157.

Other-

· Use literary present tense. Although these were written in the past, we are engaging with them currently. Ex. Jane declares, “Quote.”

· If you add a word or words in a quotation for clarification, you should put brackets around the words to indicate that they are not part of the original text:

Jan Harold Brunvand, in an essay on urban legends, states, "some individuals [who retell urban legends] make a point of learning every rumor or tale" (78).

· If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipses, which are three periods ( . . . ) preceded and followed by a space.

For example:

In an essay on urban legends, Jan Harold Brunvand notes that "some individuals make a point of learning every recent rumor or tale . . . and in a short time a lively exchange of details occurs" (78).

Lead into your quotes with who is speaking and a verb of attribution to provide context.

Ex. The narrator explains, “Quote” (Wharton 20).

2

Jane Doe

Dr. Joy Smith

English- 102-905

December 4, 2022

Analyzing The Truth

“Too many prefer gentle lies to hard truths,” a quote by Shane Parrish, but who says the truth cannot be gentle? Emily Dickinson’s short poem, “Tell all the Truth but tell it slant —,” may have the answer. This short eight-lined poem is two quatrains or two, four-lined stanzas with a message on slanting the truth. In this analysis of “Tell all the Truth but tell it slant —” it will reveal the literary devices Dickinson uses such as repetition, metaphors, and imagery in each quatrain, to convey the message that you should tell the truth gently with consideration for the person receiving the message in any situation.

In her first quatrain, Dickinson uses the first line of the poetic work as the title, “Tell all the Truth but tell it slant —” (Dickinson 1-4). This repetition continues as she uses alliteration, “the repetition of the same sounds or set of sounds in a sequence of words” (Glossary of Selected Technical Terms). She uses repetition of the /t/ sound in “Tell all the Truth but tell it slant-” and then the /i/ sound in “Success in Circuit lies” (Dickinson 1-4). Dickinson also repeats the word “Truth” with capitalization in the first quatrain (Dickinson 1-4). The /t/ sounds and the /i/ sounds allow the lines to read smoother for the reader especially when a reader reads it out loud. In “A Lasting Influence,” Wilbur is recognized by discovering “that Dickinson’s poems “appeal to experience,” for they are motivated by a “passion for the truth,” “objective fact,” “accuracy,” and solid detail” (Ferlazzo 148). The repetition of “Truth” especially with a capital /T/ seems to show there is significance to the word and its meaning in the poem thus supporting Wilbur’s analysis. Dickinson also uses imagery which are sensory details that allow the reader to imagine with one of their five senses. This is used in “Too bright for our infirm Delight” and “The Truth’s superb surprise” (Dickinson 3-4). Reading further the reader can see several of the literary devices were used again in the poetic work.

In the second quatrain, Dickinson repeated the word “Truth” with a capital /T/ showing truth’s significance (Dickinson 7). Thus, reminding one of the central theme of her message and continuing to emphasize on the importance of truth. Imagery is used again with “Lightening to the Children eased,” “The Truth must dazzle gradually,” and “Or every man be blind-” (Dickinson 5-8). The reader can imagine lightening scaring a child, something dazzling someone too quickly, and blinding them. Like walking out into a bright room from the dark, it can be blinding. Another literary device used is a metaphor. In “Metaphors of Big Data” it is expressed that “metaphors are a common instrument of human cognition, activated when seeking to make sense of novel and abstract phenomena” (Puschmann 1699). Dickinson uses this technique when lightening and truth are compared. Both objects are not alike, but they are still compared. Together these quatrains relay a full message from Dickinson of telling the truth in a gentle way and why one should.

In Dickinson’s message from “Tell all the Truth but tell it slant —” her words convey to the reader to tell the truth, while expressing how and why. In a poetry review, it is conveyed that during Higginson’s visits with Emily Dickinson, he reports, “she was slanting her conversation all the time, at every possible angle, in order to get at the truth and to articulate it (Ryan 5).” First Dickinson begins by drawing the reader’s attention with just the title, in slanting the truth. Her message continues in persuading the reader to tell the truth with a particular point of view, not by going around the truth or with a lie. Nor, by circulation around the truth because that does not work. As she continues in her poetic work, she uses different angles to get to the truth and the main theme of her message. She is informing the reader that the truth can be too much of a shock for a person’s narrow or weak mind. Giving an angle of the reader to understand not everyone may have a prepared mindset for the truth or that no one has a prepared mindset. While one may fear the truth like lightening, there can be an easier way to be more accepting of the truth. When having the reader think about how a child is no longer scared once something like lightening is explained to them, she expresses her point with imagery and compassion on how simply explaining something to someone can help relay the truth. Giving the reader a way to see how the truth broken down with consideration of the interpreter can be less shocking, blinding, or confusing. If the truth is not gradually relayed, it can blind like a bright light. This blindness can be imagined by the reader as one cannot see clearly or at all because it is to bright. Meaning that one may not be able to interpret the full truth. They may be blinded or even refuse to accept the truth because they were not prepared for it. This poetic work symbolizes Dickinson’s passion for truth. Stonum conveys, “this poem is as a serial repetition and amplification of the single central theme … of which the first line already states with reasonable fullness” (Stonum). More in depth a reader can conclude that there was no specific dates or scenario the poetic work referred, thus allowing one to relate the message to many different situations going on in the readers life.

In conclusion, Dickinson uses several literary devices, such as repetition, imagery, metaphor, and symbolism to relay her message about truth throughout both quatrains of her poem. The alliteration of repetition of sounds allows the poem to flow smoothly. Dickinson brings emphasis to the word “Truth” by both repeating and capitalization. Even though it is two short quatrains, it uses imagery literary devices that give the reader a visual image with the use of metaphors and words that can be imagined. Using many little details that shine through on the main theme of telling the truth gently with consideration of the readers so the truth can be seen.

Works Cited

Dickinson, Emily. Tell all the truth but tell it slant—. The Norton Introduction to Literature, shorter 14 ed., edited by Kelly Mays, Norton, 2019, pp. 1061.

Ferlazzo, Paul J. "A Lasting Influence."  Emily Dickinson, Twayne, 1976, pp. 143-151. Twayne's United States Authors Series 280.  Gale Literature: Twayne's Author Series, link.gale.com/apps/doc/CX1571300018/GLS?u=lln_abpcc&sid=bookmark- GLS&xid=d30e00b9. Accessed 4 Dec. 2022.

"Glossary of selected technical terms." George Herbert Journal, vol. 33, no. 1-2, fall 2009, pp. 175+. Gale Literature Resource Center, link.gale.com/apps/doc/A286115610/GLS?u=lln_abpcc&sid=bookmark- GLS&xid=f9b7124c. Accessed 4 Dec. 2022.

Puschmann, Cornelius, and Jean Burgess. "Metaphors of big data." International journal of communication [Online], 1 June 2014, pp. 1690+. Gale Literature Resource Center, link.gale.com/apps/doc/A398953405/GLS?u=lln_abpcc&sid=bookmark- GLS&xid=10ae6666. Accessed 4 Dec. 2022. Comment by Joy Smith: Note: The MLA citation will need to be updated.

Ryan, Michael. “Dickinson’s Stories.”  The American Poetry Review, vol. 38, no. 2, Mar. 2009, p. 5.  EBSCOhost, https://search-ebscohost- com.bpcc.idm.oclc.org/login.aspx?direct=true&db=edsglr&AN=edsglr.A195070506&sit e=eds-live&scope=site.

Stonum, Gary Lee. "Gary Lee Stonum: On 1129 ("Tell all the Truth but tell it slant--") | Modern American Poetry" Modernamericanpoetry, 13 Sep. 2015, https://www.modernamericanpoetry.org/criticism/gary-lee-stonum-1129-tell-all-truth- tell-it-slant. Accessed 11, Dec. 2022.

2

Jane Doe

Dr. Joy Smith

English- 102-905

December 4, 2022

Analyzing The Truth

“Too many prefer gentle lies to hard truths,” a quote by Shane Parrish, but who says the truth cannot be gentle? Emily Dickinson’s short poem, “Tell all the Truth but tell it slant —,” may have the answer. This short eight-lined poem is two quatrains or two, four-lined stanzas with a message on slanting the truth. In this analysis of “Tell all the Truth but tell it slant —” it will reveal the literary devices Dickinson uses such as repetition, metaphors, and imagery in each quatrain, to convey the message that you should tell the truth gently with consideration for the person receiving the message in any situation.

In her first quatrain, Dickinson uses the first line of the poetic work as the title, “Tell all the Truth but tell it slant —” (Dickinson 1-4). This repetition continues as she uses alliteration, “the repetition of the same sounds or set of sounds in a sequence of words” (Glossary of Selected Technical Terms). She uses repetition of the /t/ sound in “Tell all the Truth but tell it slant-” and then the /i/ sound in “Success in Circuit lies” (Dickinson 1-4). Dickinson also repeats the word “Truth” with capitalization in the first quatrain (Dickinson 1-4). The /t/ sounds and the /i/ sounds allow the lines to read smoother for the reader especially when a reader reads it out loud. In “A Lasting Influence,” Wilbur is recognized by discovering “that Dickinson’s poems “appeal to experience,” for they are motivated by a “passion for the truth,” “objective fact,” “accuracy,” and solid detail” (Ferlazzo 148). The repetition of “Truth” especially with a capital /T/ seems to show there is significance to the word and its meaning in the poem thus supporting Wilbur’s analysis. Dickinson also uses imagery which are sensory details that allow the reader to imagine with one of their five senses. This is used in “Too bright for our infirm Delight” and “The Truth’s superb surprise” (Dickinson 3-4). Reading further the reader can see several of the literary devices were used again in the poetic work.

In the second quatrain, Dickinson repeated the word “Truth” with a capital /T/ showing truth’s significance (Dickinson 7). Thus, reminding one of the central theme of her message and continuing to emphasize on the importance of truth. Imagery is used again with “Lightening to the Children eased,” “The Truth must dazzle gradually,” and “Or every man be blind-” (Dickinson 5-8). The reader can imagine lightening scaring a child, something dazzling someone too quickly, and blinding them. Like walking out into a bright room from the dark, it can be blinding. Another literary device used is a metaphor. In “Metaphors of Big Data” it is expressed that “metaphors are a common instrument of human cognition, activated when seeking to make sense of novel and abstract phenomena” (Puschmann 1699). Dickinson uses this technique when lightening and truth are compared. Both objects are not alike, but they are still compared. Together these quatrains relay a full message from Dickinson of telling the truth in a gentle way and why one should.

In Dickinson’s message from “Tell all the Truth but tell it slant —” her words convey to the reader to tell the truth, while expressing how and why. In a poetry review, it is conveyed that during Higginson’s visits with Emily Dickinson, he reports, “she was slanting her conversation all the time, at every possible angle, in order to get at the truth and to articulate it (Ryan 5).” First Dickinson begins by drawing the reader’s attention with just the title, in slanting the truth. Her message continues in persuading the reader to tell the truth with a particular point of view, not by going around the truth or with a lie. Nor, by circulation around the truth because that does not work. As she continues in her poetic work, she uses different angles to get to the truth and the main theme of her message. She is informing the reader that the truth can be too much of a shock for a person’s narrow or weak mind. Giving an angle of the reader to understand not everyone may have a prepared mindset for the truth or that no one has a prepared mindset. While one may fear the truth like lightening, there can be an easier way to be more accepting of the truth. When having the reader think about how a child is no longer scared once something like lightening is explained to them, she expresses her point with imagery and compassion on how simply explaining something to someone can help relay the truth. Giving the reader a way to see how the truth broken down with consideration of the interpreter can be less shocking, blinding, or confusing. If the truth is not gradually relayed, it can blind like a bright light. This blindness can be imagined by the reader as one cannot see clearly or at all because it is to bright. Meaning that one may not be able to interpret the full truth. They may be blinded or even refuse to accept the truth because they were not prepared for it. This poetic work symbolizes Dickinson’s passion for truth. Stonum conveys, “this poem is as a serial repetition and amplification of the single central theme … of which the first line already states with reasonable fullness” (Stonum). More in depth a reader can conclude that there was no specific dates or scenario the poetic work referred, thus allowing one to relate the message to many different situations going on in the readers life.

In conclusion, Dickinson uses several literary devices, such as repetition, imagery, metaphor, and symbolism to relay her message about truth throughout both quatrains of her poem. The alliteration of repetition of sounds allows the poem to flow smoothly. Dickinson brings emphasis to the word “Truth” by both repeating and capitalization. Even though it is two short quatrains, it uses imagery literary devices that give the reader a visual image with the use of metaphors and words that can be imagined. Using many little details that shine through on the main theme of telling the truth gently with consideration of the readers so the truth can be seen.

Works Cited

Dickinson, Emily. Tell all the truth but tell it slant—. The Norton Introduction to Literature, shorter 14 ed., edited by Kelly Mays, Norton, 2019, pp. 1061.

Ferlazzo, Paul J. "A Lasting Influence."  Emily Dickinson, Twayne, 1976, pp. 143-151. Twayne's United States Authors Series 280.  Gale Literature: Twayne's Author Series, link.gale.com/apps/doc/CX1571300018/GLS?u=lln_abpcc&sid=bookmark- GLS&xid=d30e00b9. Accessed 4 Dec. 2022.

"Glossary of selected technical terms." George Herbert Journal, vol. 33, no. 1-2, fall 2009, pp. 175+. Gale Literature Resource Center, link.gale.com/apps/doc/A286115610/GLS?u=lln_abpcc&sid=bookmark- GLS&xid=f9b7124c. Accessed 4 Dec. 2022.

Puschmann, Cornelius, and Jean Burgess. "Metaphors of big data." International journal of communication [Online], 1 June 2014, pp. 1690+. Gale Literature Resource Center, link.gale.com/apps/doc/A398953405/GLS?u=lln_abpcc&sid=bookmark- GLS&xid=10ae6666. Accessed 4 Dec. 2022. Comment by Joy Smith: Note: The MLA citation will need to be updated.

Ryan, Michael. “Dickinson’s Stories.”  The American Poetry Review, vol. 38, no. 2, Mar. 2009, p. 5.  EBSCOhost, https://search-ebscohost- com.bpcc.idm.oclc.org/login.aspx?direct=true&db=edsglr&AN=edsglr.A195070506&sit e=eds-live&scope=site.

Stonum, Gary Lee. "Gary Lee Stonum: On 1129 ("Tell all the Truth but tell it slant--") | Modern American Poetry" Modernamericanpoetry, 13 Sep. 2015, https://www.modernamericanpoetry.org/criticism/gary-lee-stonum-1129-tell-all-truth- tell-it-slant. Accessed 11, Dec. 2022.