help with 2 assgn due in 48 hours
combs
Essay1whitman.docxEssay 1: Whitman Poems
Writing Assignment Guidelines/Resources:
Be sure to review the Writing Assignment Guidelines/Resources page located on the previous page.
Writing Prompt:
In your own words, summarize the main idea of "Song of Myself ." Using three supporting details from the poem, explain how Whitman expresses his views regarding the continuous cycle of life and death.
You can use the following document to help understand the writing prompt and plan your essay:
English 11 Essay 1 How to Write a Point of View Literary Analysis.pdf Download English 11 Essay 1 How to Write a Point of View Literary Analysis.pdf
Essay Length: 1 page
Sources - textbook
Use the following APA format to cite your textbook on the reference page:
Whitman, W. (n.d). Song of Myself. https://www.excelhighschool.com
Writing assignments will be graded using the rubric below:
Important Policies:
· All essays are submitted to various plagiarism software programs to check for copied material. Copying parts or all of other people's written work and passing it off as yours violates the school's Academic Integrity Policy, which could lead to expulsion.
· The first use of platforms such as CourseHero to cheat will lead to a resubmission of the assignment that will result in a grade no greater than a 'B'. The second violation will result in failure in the course. The third violation will result in dismissal from the program.
· Students are allowed 3 (Three) attempts on all essays, 3 (Three) attempts on all written assignments, 3 (Three) attempts on all multi-media presentations, and 3 (Three) attempts on all projects. Each essay, written assignment, multi-media presentation, or project must achieve a 60% or greater. These are not cumulative grades for the assignments as they are each considered 1 (One) assignment where a student must have 60% or greater.
· Excel General Rubric_2020
|
Excel General Rubric_2020 |
|||||||
|
Criteria |
Ratings |
Pts |
|||||
|
This criterion is linked to a Learning OutcomeContent main idea and supporting details address the writing prompt |
|
5 pts |
|||||
|
This criterion is linked to a Learning OutcomeOrganization structure, introduction, body, conclusion |
|
5 pts |
|||||
|
This criterion is linked to a Learning OutcomeVoice/Word Choice/Fluency sentence variety, grammar, spelling, punctuation |
|
5 pts |
|||||
|
This criterion is linked to a Learning OutcomeAPA Format three main components must be included: title page, in-text citations, reference page |
|
5 pts |
|||||
|
Total Points: 20 |
I Hear America Singing: Walt Whitman
In your notes, record the answers to the blue Guided Reading questions to help assist in your analysis and comprehension of the poems.
Guided Reading
Note the use of cataloging throughout the poem. Use an online dictionary to define the following terms: blithe, melodious
I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blithe and strong, The carpenter singing his as he measures his plank or beam, 5The mason singing his as he makes ready for work, or leaves off work, The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing 10as he stands, The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, 15Each singing what belongs to him or her and to none else, The day what belongs to the day—at night the party of young fellows, robust, friendly, Singing with open mouths their strong melodious songs.
Song of Myself: Walt Whitman
Guided Reading
Note the change in tone in lines 4-5 and 12-13. Use an online dictionary to define the following terms: creed, abeyance, effuse
I celebrate myself, and sing myself, And what I assume you shall assume, For every atom belonging to me as good belongs to you. I loaf and invite my soul, 5I lean and loaf at my ease observing a spear of summer grass. My tongue, every atom of my blood, form’d from this soil, this air, Born here of parents born here from parents the same, and their parents the same, I, now thirty-seven years old in perfect health begin, 10Hoping to cease not till death. Creeds and schools in abeyance, Retiring back a while sufficed at what they are, but never forgotten, I harbor for good or bad, I permit to speak at every hazard, 15Nature without check with original energy A child said What is the grass? fetching it to me with full hands, How could I answer the child? I do not know what it is any more than he. I guess it must be the flag of my disposition, out of hopeful green 20stuff woven. Or I guess it is the handkerchief of the Lord, A scented gift and remembrancer designedly dropt, Bearing the owner’s name someway in the corners, that we may see and remark, and say Whose?
25
Or I guess the grass is itself a child, the produced babe of the vegetation. Or I guess it is a uniform hieroglyphic, And it means, Sprouting alike in broad zones and narrow zones, Growing among black folks as among white, 30Kanuck, Tuckahoe, Congressman, Cuff,I give them the same,I receive them the same. And now it seems to me the beautiful uncut hair of graves. Tenderly will I use you curling grass, It may be you transpire from the breasts of young men, 35It may be if I had known them I would have loved them, It may be you are from old people, or from offspring taken soon out of their mothers’ laps, And here you are the mothers’ laps. This grass is very dark to be from the white heads of old mothers, 40Darker than the colorless beards of old men, Dark to come from under the faint red roofs of mouths. O I perceive after all so many uttering tongues, And I perceive they do not come from the roofs of mouths for nothing. 45I wish I could translate the hints about the dead young men and women, And the hints about old men and mothers, and the offspring taken soon out of their laps. What do you think has become of the young and old men? 50And what do you think has become of the women and children? They are alive and well somewhere, The smallest sprout shows there is really no death, And if ever there was it led forward life, and does not wait at the end to arrest it, 55And ceas’d the moment life appear’d. All goes onward and outward, nothing collapses, And to die is different from what any one supposed, and luckier. The spotted hawk swoops by and accuses me, he complains of my gab and my loitering. 60I too am not a bit tamed, I too am untranslatable, I sound my barbaric yawp over the roofs of the world. The last scudof day holds back for me, It flings my likeness after the rest and true as any on the shadow’d wilds, 65It coaxes me to the vapor and the dusk. I depart as air, I shake my white locks at the runaway sun, I effuse my flesh in eddies, and drift it in lacy jags. I bequeath myself to the dirt to grow from the grass I love, If you want me again look for me under your boot-soles. 70You will hardly know who I am or what I mean, But I shall be good health to you nevertheless, And filter and fibre your blood. Failing to fetch me at first keep encouraged, Missing me one place search another, 10I stop somewhere waiting for you.
Beat! Beat! Drums!: Walt Whitman
Guided Reading
Note how the speaker urges the drums and bugles to play loudly and powerfully. Use an online dictionary to define the following terms: parley, expostulation, trestles
Beat! beat! drums!—blow! bugles! blow! Through the windows—through doors—burst like a ruthless force, Into the solemn church, and scatter the congregation, Into the school where the scholar is studying; 5Leave not the bridegroom quiet—no happiness must he have now with his bride, Nor the peaceful farmer any peace, ploughing his field or gathering his grain, So fierce you whirr and pound you drums—so shrill you bugles 10blow.
Beat! beat! drums!—blow! bugles! blow! Over the traffic of cities—over the rumble of wheels in the streets; Are beds prepared for sleepers at night in the houses? no sleepers must sleep in those beds, 15No bargainers’ bargains by day—no brokers or speculators— would they continue? Would the talkers be talking? would the singer attempt to sing? Would the lawyer rise in the court to state his case before the judge? 20Then rattle quicker, heavier drums—you bugles wilder blow. Beat! beat! drums!—blow! bugles! blow! Make no parley—stop for no expostulation, Mind not the timid—mind not the weeper or prayer, Mind not the old man beseeching the young man, 25Let not the child’s voice be heard, nor the mother’s entreaties, Make even the trestlesto shake the dead where they lie awaiting the hearses, So strong you thump O terrible drums—so loud you bugles blow.
Because I Could Not Stop for Death: Emily Dickenson
Guided Reading
The speaker in this poem is describing her journey of death. Tippet—only Tulle refers to a silky shoulder cape.
Because I could not stop for Death— He kindly stopped for me— The Carriage held but just Ourselves— And Immortality. 5We slowly drove—He knew no haste And I had put away My labor and my leisure too, For His Civility— We passed the School, where Children strove 10At Recess—in the Ring— We passed the Fields of Gazing Grain— We passed the Setting Sun— Or rather—He passed Us— The Dews drew quivering and chill— 15For only Gossamer, my Gown— My Tippet—only Tulle— We paused before a House that seemed A Swelling of the Ground— The Roof was scarcely visible— 20The Cornice—in the Ground— Since then—’tis Centuries—and yet Feels shorter than the Day I first surmised the Horses’ Heads Were toward Eternity—
Success is Counted Sweetest: Emily Dickenson
Guided Reading
In line 5, the "purple Host" refers to the Union army. Use an online dictionary to define the following term: ne'er
Success is counted sweetest By those who ne’er succeed. To comprehend a nectar Requires sorest need. 5Not one of all the purple Host Who took the Flag today Can tell the definition So clear of Victory As he defeated—dying— 10On whose forbidden ear The distant strains of triumph Burst agonized and clear!
Much Madness is Divinest Sense: Emily Dickenson
Guided Reading
Note the use of the capitalization of the words in lines 1-3. Use an online dictionary to define the following term: discerning
Much Madness is divinest Sense— To a discerning Eye— Much Sense—the starkest Madness— ’Tis the Majority 5In this, as All, prevail— Assent—and you are sane— Demur—you’re straightway dangerous— And handled with a Chain—
My Life had Stood a Loaded Gun: Emily Dickenson
Guided Reading
In line 11, Vesuvian refers to a volcanic eruption. Use an online dictionary to define the following terms: sovereign, emphatic
My Life had stood—a Loaded Gun— In Corners—till a Day The Owner passed—identified— And carried Me away— 5And now We roam in Sovereign Woods— And now We hunt the Doe— And every time I speak for Him— The Mountains straight reply— And do I smile, such cordial light 10Upon the Valley glow— It is as a Vesuvian face Had let its pleasure through— And when at Night—Our good Day done— I guard My Master’s Head— 15’Tis better than the Eider-Duck’s Deep Pillow—to have shared— To foe of His—I’m deadly foe— None stir the second time— On whom I lay a Yellow Eye— 20Or an emphatic Thumb— Though I than He—may longer live He longer must—than I— For I have but the power to kill, Without—the power to die—
Literary Analysis Writing Guidelines
Literary Analysis Assignment Guidelines/Resources
Required Components
· Times New Roman font, size 12, double spaced
· Cover Page - include the following information, centered
Title of Assignment
Student Name
Course Name
· Essay - follow structure/sample outline explained below
· References - written on separate page after the essay
Click the following link to view a sample cover page. Sample Cover Page.docx Download Sample Cover Page.docx
Click the following link to view a sample reference page. Sample Reference Page.docx Download Sample Reference Page.docx
_______________________________________________________________________________________________________
Literary analysis essay structure:
· 3 paragraph essay structure (an introduction, body paragraph and conclusion).
· Introduction should:
· introduce the literary text and author
· provide a very brief summary of the text
· state the topic/thesis for your essay
· Body paragraph should:
· provide support and evidence of the topic, citing line numbers
· Conclusion should wrap up the essay and reflect back on the topic/thesis
How to reference line numbers in APA format:
Example: In line 4, Whitman (n.d.) describes spiritual rest.
OR
Example: Line 4 states, "I loaf and invite my soul" (Whitman, n.d.).
*** (n.d.) stands for "no date" and indicates the publication date was not provided
If you quote two or three lines of poetry, use a forward slash to mark the line breaks. Put a space before and after the slash.
Example: I loaf and invite my soul, / I lean and loaf at my ease observing a spear of summer grass" (Whitman, n.d.).
The complete citation for the reference page, which is listed on a separate page after your essay, should be written as follows:
References
Whitman, W. (n.d). Song of Myself. https://www.excelhighschool.com
Additional information regarding APA format and citing sources is located in the Course Resources module (click "Modules" on the left panel list and it is located above Module 1 ).
