"Eight Concerte Steps" Poem

Features to Note 

The Writer's "Move"

P1

The first paragraph introduces the topic by

· Signaling to readers the direction of the writer’s discussion,

· Providing a brief summary of the situation described in the poem, and

· Ending with the main argument of the essay (the thesis statement).

Thesis

The thesis statement provides the focus of the entire essay: according to the writer’s interpretation of “On Her Loving Two Equally,” the poem has a counterintuitive message:  a divided love is stronger that a single unified love. 

Each body paragraph

Each paragraph begins with a topic sentence that has two functions:

· Supporting the thesis by making some related claim about the interpretation stated in the thesis and

· Signaling to readers the main idea/focus of the paragraph.

Content of each body paragraph

The body paragraphs contain various combinations of evidence:

· Quotation,

· Summary,

· Paraphrase, and

· Analysis/discussion.

Types of evidence

The writer carefully chooses to focus on different types of evidence in each poem, depending upon the specific claim of that paragraph.  Each paragraph focuses on one or more of the following elements:  theme, tone, speaker, situation, setting, language, sound, structure, and/or form.  For example, in P1, the writer examines the opposing viewpoint that division of any kind typically has the effect of weakening something (the writer later counterargues that the poem demonstrates how the speaker’s love is paradoxically strengthened by division, not weakened by it).  To exemplify this opposing, more conventional view of division, she examines the poet’s use of the term “flow.”

Shift in argument

P3 represents a shift in the writer’s argument.  She shifts from a discussion of the opposing view to the speaker’s stance on divided love as the stronger form of love.

Use of example paragraphs

Note that some paragraphs are “example paragraphs,” in which the entire paragraph focuses on a particular line or stanza to support some claim.  For example, P4 continues the thoughts of P3 though in this case, the P3 solely focuses on the second stanza.  The writer analyzes this stanza to further support her argument that the poem shows how divided love is stronger than the love of a single person.

Overall sequencing of paragraphs

Each paragraph is sequenced very carefully. Note how each paragraph prepares readers for the next supporting argument/paragraph:

P1:  Thesis (main argument) - :  a divided love is stronger that a single unified love. 

P2:  Opposing view:  Common sense tells us that division of any kind implies a weakening like the division of a river that loses its force with division.

P3:  The poem rejects this common sense, asserting that a divided love is stronger.

P4:  Stanza 2 supports the idea that a divided love is stronger.

P5:  This divided and intensely strong love for two people is the speaker’s dilemma, and she appeals to Cupid for help.

P6:  The writer argues that the poet’s use of language throughout the poem contributes to the torn feelings of the speaker.

P7:  The writer distinguishes love from a river that loses its force with division.

P8:  The structure of the poem contributes to its meaning, mirroring the division idea.

P9:  Conclusion – reiteration of the poem’s main point.  The conclusion also answers the “So what?” question:  this poem is essentially a commentary about convention and conformity, and the speaker’s female identity is thus meant to make readers uncomfortable to some degree.