Close reading of a poem

Assignment: Close Reading #1

LCS 370 / Poetry Writing Workshop / Fall 2020

Instructor: Eric Paul

Final Draft Due: 10.20

Choose one of the following poems:

“I Can’t Swim’ by Heather Christle

“Dawn of Man” by Max Ritvo

“Tonight, in Oakland” by Danez Smith

“And Then it Was Less Bleak Because We Said So” by Wendy Xu,

“Another Elegy” by Jericho Jones

“Home Wrecker” by Ocean Vuong

“Tonight” by Ladan Osman

Then, write a close reading on the poem you chose. Essay should be 3-4 pages.

A close reading is the careful, sustained analysis of any text that focuses on significant

details or patterns and that typically examines some aspect of the text’s form, craft,

meanings, sound, etc...

The objective of this assignment: to understand how writers craft their work, to become

a more informed reader of poetry and apply those skills to your own writing.

In your close reading, you will dissect the poems in the same way we dissect poems

during class. Be sure to evaluate not only the meaning of the poems but the strategic

decisions made by the poet that enhance or support the overall meaning of the collection

(see questions below).

When writing your close reading, utilize the vocabulary or the “language of poetry” when

supporting your claims. For example: Stanzas, Enjambment, End-Stopped, Line Break,

Closure, Couplets, Metaphor etc… If you need to, refer to the PDF, “A Glossary of

Poetry Terms” that were uploaded to Blackboard.

If by chance, you use outside sources, be sure to use MLA carefully by citing your

sources with in-text citations and providing a Works Cited page. Also, carefully

proofread your paper for grammar errors and style.

Use the following questions to guide you through the essay:

1. What is the theme of the poem? What is the poet trying to communicate? What is the

emotional center of the poem?

2. What happens in the poem? Are conflicts or themes introduced? Resolved?

3. Who is the speaker? What is the “point of view” or perspective of the speaker? The

perspective might be social, intellectual, political, or even physical.

4. What is the setting? What is the time and place? How does the poet make use of the

physical description? Does it create a mood?

5. Are there any key statements or lines that indicate meaning? Look for one key line or

symbol; however, the poet may make use of recurring symbols, actions, or motifs.

6. How does the sound or language contribute to the poem’s meaning? Does the rhythm

affect what the poet is trying to convey? What type of diction is used? Are there words

with double meanings?

7. Is there a historical, ideological, or cultural aspect? Does the poem refer to a world

event, period of time, or particular aspect of culture (race, status, gender, class)? What are

the basic ideas of the world or human condition or experience (love, hate, orderliness of

the universe, etc.)?

8. What qualities or emotions does the poem evoke? How does the poem make you feel?

9. What imagery is used? Does the poet use physical imagery or figures of speech, such

as metaphors?

REQUIREMENTS:

No Outside Sources Required.

Adhere to MLA Formatting

Plagiarism of any kind is unacceptable. A zero will be given to the paper.

Rubric for Poetry Analysis – Close Reading

A B C D F

Introduction of Ideas The writer ...

Thoughtfully engages the reader through presenting the context- introducing the poem and an insightful angle through which the writer will interpret it

Engages the read through presenting the context - introducing the poem and the angle though which the writer will interpret it

Introduces the reader to the poem and the angle through which the writer will interpret it

Introduces the poem Lacks an introduction or not mention the tile of the poem.

Organization The writer ...

Demonstrates a clear and insightful understanding of the poem - convinces the reader by seamlessly providing well-organized presentation of relevant details from the texts, other texts, and personal knowledge with clearly stated inferences and explanation; and a logical closure to the essay

Demonstrates an understanding of the poem - supports the interpretation through well-organized presentation of references of relevant details in the poem, other text, and personal knowledge with transitional words and stated inferences and explanations about the details; and a sense of closure to the essay

Demonstrates a basic understanding of the poem- supports parts of the interpretation with a somewhat organized presentation of references to details from the poem and/or through other references; may shift to more personal knowledge and generally concludes the essay.

Demonstrates some understanding of the poem– supports comments about the poem by generally referring to the poem or personal knowledge and/or experiences and may end the essay abruptly with no warning to the reader.

Demonstrates confusion about the poem and provides little or no support for main points about the poem with no explanations and may end the essay with no closing statement.

Voice/Word Demonstrates a thorough Demonstrates Demonstrates a basic Demonstrates some Does not use appropriate

Choice The writer...

understanding of the appropriate academic language - applies personal insight and deep knowledge of poetic language, style, form, and structures to support interpretation of the poem

understanding of the appropriate academic language- applies some personal insight and a deep knowledge of poetic language, style, and structures to support the interpretation of the poem

understanding of the appropriate academic language - references poetic language, style and/or structures to support interpretation of poem.

understanding of the appropriate academic language - references some poetic language, style and/or structures to support interpretation of poem.

academic language to support interpretation of poem.

Conventions and Demonstrates sentence Demonstrates sentence Demonstrates surface Demonstrates surface Demonstrates surface

Grammar The writing...

fluency and is relatively free of surface errors in spelling, punctuation, sentence, and paragraphing errors.

fluency and contains few surface errors.

errors that are somewhat distracting to the reader but does not significantly hinder the understanding of the interpretation.

errors that cause the readers some confusion about the interpretation.

errors that hinder the reader's understanding of the interpretation.

Ideas/Organization The writer...

Provides a thorough response to the question with an insightful, clear, complete, and accurate explanation that convinces the reader with a seamlessly well- organized presentation of relevant details from the texts with clearly stated inferences and elaboration.

Provides an effective response to the question with a clear, complete, and accurate explanation that convinces the reader with a well-organized presentation of relevant details from the texts with clearly stated inferences and elaboration.

Provides a response to the question with an explanation that makes references to general details from the poem and may include some misinterpretations.

Provides a response that is a minimal explanation with little or no general references to details in the poem and may include some misinterpretations. Response may relate minimally to the task.

Provides a response that is incorrect, irrelevant, or contains insufficient information to demonstrate comprehension

Voice/Word Choice Demonstrate a thorough Demonstrates adequate Demonstrates a basic Demonstrates limited Does not use appropriate

The writer... understanding of the appropriate academic language - applies insightful knowledge of poem's theme, language, style, form, and/or structures to support response to the question.

understanding of the appropriate academic language - applies knowledge of poem's theme, language, style, and/or structures to support the response to the question.

understanding of the appropriate academic language - makes general references to poem's theme, language, style and/or structures to support response to the question

understanding of the appropriate academic language - makes little or no reference to poem's theme, language, style and/or structures to support response to the question.

academic language to support response to the question.

Sentence Demonstrates sentence Demonstrates sentence Demonstrates surface Demonstrates surface Demonstrates surface

Fluency/Conventions The writing...

fluency and is relatively free of surface errors in spelling, punctuation, sentence, and paragraphing errors.

fluency and contains few surface errors.

errors that are somewhat distracting to the reader but do not significantly hinder the understanding of the interpretation.

errors that cause the readers some confusion about the interpretation.

errors that hinder the reader's understanding of the interpertation