5.6 ENC

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ANSWER 5.6 IN RED. REVIEW ALL THE PERVIOUS LESSONS TO ANSWER 5.6 ASSIGNMENT

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17.07.2026
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5.2ENC.docx
5.4ENC.docx
5.3ASSIGNMENT11.docx
5.6ENC.docx

5.2ENC.docx

Eng 5.2

Student

Institution

Course

Date

	Poem 1	Poem 2
Title	A Dream by Edgar Allan Poe	We dream-it is good we are dreaming by Emily Dickinson
Topic	Dreams, memory, and emotional pain due to longing for the past.	Dreams as an escape from harsh and painful reality.
Author’s Tone/ Perspective	The author’s tone is both sorrowful and nostalgic while reflecting on the dreams and memories, which comfort but also leaves him heartbroken.	Contemplative and cautious tone as the author believes that dreaming protects people from painful realities of life.
Evidence to Author’s Tone/ Perspective	Edgar uses emotional diction like “broken-hearted”, and “joy departed” demonstrating sadness and loss, as well as imagery such as “a lovey beam” and “a lonely spirit guiding”, which symbolizes nostalgic feeling.	Emily uses dark imagery such as “men die-externally” and metaphor like “Drama is never dead” in addition to phrases like “we dream” to not only reflect on reality, but also suggest that dreams allow people escape reality emotionally.
Poem Theme	Dreams or memories as an escape versus the harsh reality of life.	Dreams can protect an individual from painful realities, providing an emotional escape and comfort.
Comparative Poetry	Both the poems explore the ideas of dreams as a way to cope with reality or emotional suffering. They demonstrate dreams realm and their impact on an individual, but using different tone and perspectives. However, tone in A Dream is more emotional and nostalgic as the author focuses on the happy memories that have disappeared. On the other hand, Emily’s tone is more contemplative and philosophical as she views dreams as coping mechanism or protection from sad reality. Both use imagery and metaphor to support their perspective on dream verses reality. Emily use of unusual punctuation, and fragment style creatives a reflective style while Edgar uses smother flow and rhyme creates a more romantic and emotional feeling. Despite the differences, both poems shoe hoe memory and imaginations can help one endure life uncertainty.

References

Poe E.A., (1827). “A Dream”

Dickinson (1865). “We dream – it is good we are dreaming.”

5.4ENC.docx

Research Ready Assessment

For this assessment, you'll locate two valid and reliable secondary research sources to support the historical context of your selected poems/song lyrics. For example, if one of your poems/songs provides commentary on the Civil War, you'd locate a source that provides background information and historical context that relates to the content of the poem/song. Use the information from the sources and your chosen texts to complete the chart.

My Work

Works Cited

In proper MLA format, cite these four sources:

· the two poems/songs you selected for comparative analysis

· two sources that support the historical context of your poems/songs

Research Source #1

Reflection

Respond in complete sentences.

What makes this source credible?

How does this source connect to my topic and primary sources?

Summarize this source in a paragraph of 5-7 sentences.

Research Source #2 Reflection

Respond in complete sentences.

What makes this source credible?

How does this source connect to my topic and primary sources?

Summarize this source in a paragraph of 5-7 sentences.

Research Ready Rubric

(60 points possible)

On Target

Almost There

Needs Improvement

Works Cited

(20 points)

20-16 points

· The student included two primary sources (selected poems/songs) and two secondary research sources.

· The Works Cited is properly formatted according to MLA guidelines, including:

· a centered and capitalized title

· alphabetized citations

· citations formatted as "hanging" paragraphs

· entire page is double-spaced

· book and publication titles are italicized

· article titles, poem titles, and song titles appear in quotation marks

15-12 points

· The student may be missing one or two sources from the Works Cited page.

· The Works Cited page is mostly properly formatted according to MLA guidelines and may be missing one or two of the following:

· a centered and capitalized title

· alphabetized citations

· citations formatted as "hanging" paragraphs

· entire page is double-spaced

· book and publication titles are italicized

· article titles, poem titles, and song titles appear in quotation marks

11-0 points

· The student may be missing most or all of the Works Cited page.

· The Works Cited page is not properly formatted according to MLA guidelines and may appear as a list of source titles or URLs with no other identifying information.

Research Source Reflections

(40 points)

40-32 points

· The student insightfully and thoroughly reflected on the credibility of the research sources selected using information about author, purpose, audience, and domain from the lesson.

· The student connected the sources to one or both of the poems or song lyrics in a way that reflects thought and awareness.

· The student accurately summarized the content of both secondary research sources in a way that provides a complete and easily comprehendible synopsis of the source material.

31-24 points

· The student attempted to reflect on the credibility of the sources, but the reason for selection may be vague or underdeveloped.

· The student attempted to connect the sources to one or both of the poems or song lyrics.

· The student attempted to summarize the content of both secondary research sources, but the summary may be incomplete or lack important details.

23-0 points

· The student may be missing a portion of the reflection or the entire reflection.

· The student may be missing a factual explanation of the credibility of the sources, instead relying on opinion to justify their selection.

· The student may not have accurately or logically connected the secondary research sources to the historical context of their two selected poems/songs.

· The student may not have accurately summarized the content of the secondary research sources, or the summary may lack depth and understanding.

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5.2ENC.docx

Eng 5.2

Student

Institution

Course

Date

	Poem 1	Poem 2
Title	A Dream by Edgar Allan Poe	We dream-it is good we are dreaming by Emily Dickinson
Topic	Dreams, memory, and emotional pain due to longing for the past.	Dreams as an escape from harsh and painful reality.
Author’s Tone/ Perspective	The author’s tone is both sorrowful and nostalgic while reflecting on the dreams and memories, which comfort but also leaves him heartbroken.	Contemplative and cautious tone as the author believes that dreaming protects people from painful realities of life.
Evidence to Author’s Tone/ Perspective	Edgar uses emotional diction like “broken-hearted”, and “joy departed” demonstrating sadness and loss, as well as imagery such as “a lovey beam” and “a lonely spirit guiding”, which symbolizes nostalgic feeling.	Emily uses dark imagery such as “men die-externally” and metaphor like “Drama is never dead” in addition to phrases like “we dream” to not only reflect on reality, but also suggest that dreams allow people escape reality emotionally.
Poem Theme	Dreams or memories as an escape versus the harsh reality of life.	Dreams can protect an individual from painful realities, providing an emotional escape and comfort.
Comparative Poetry	Both the poems explore the ideas of dreams as a way to cope with reality or emotional suffering. They demonstrate dreams realm and their impact on an individual, but using different tone and perspectives. However, tone in A Dream is more emotional and nostalgic as the author focuses on the happy memories that have disappeared. On the other hand, Emily’s tone is more contemplative and philosophical as she views dreams as coping mechanism or protection from sad reality. Both use imagery and metaphor to support their perspective on dream verses reality. Emily use of unusual punctuation, and fragment style creatives a reflective style while Edgar uses smother flow and rhyme creates a more romantic and emotional feeling. Despite the differences, both poems shoe hoe memory and imaginations can help one endure life uncertainty.

References

Poe E.A., (1827). “A Dream”

Dickinson (1865). “We dream – it is good we are dreaming.”

5.4ENC.docx

Research Ready Assessment

My Work

Works Cited

In proper MLA format, cite these four sources:

· the two poems/songs you selected for comparative analysis

· two sources that support the historical context of your poems/songs

Research Source #1

Reflection

Respond in complete sentences.

What makes this source credible?

How does this source connect to my topic and primary sources?

Summarize this source in a paragraph of 5-7 sentences.

Research Source #2 Reflection

Respond in complete sentences.

What makes this source credible?

How does this source connect to my topic and primary sources?

Summarize this source in a paragraph of 5-7 sentences.

Research Ready Rubric

(60 points possible)

On Target

Almost There

Needs Improvement

Works Cited

(20 points)

20-16 points

· The student included two primary sources (selected poems/songs) and two secondary research sources.

· The Works Cited is properly formatted according to MLA guidelines, including:

· a centered and capitalized title

· alphabetized citations

· citations formatted as "hanging" paragraphs

· entire page is double-spaced

· book and publication titles are italicized

· article titles, poem titles, and song titles appear in quotation marks

15-12 points

· The student may be missing one or two sources from the Works Cited page.

· The Works Cited page is mostly properly formatted according to MLA guidelines and may be missing one or two of the following:

· a centered and capitalized title

· alphabetized citations

· citations formatted as "hanging" paragraphs

· entire page is double-spaced

· book and publication titles are italicized

· article titles, poem titles, and song titles appear in quotation marks

11-0 points

· The student may be missing most or all of the Works Cited page.

· The Works Cited page is not properly formatted according to MLA guidelines and may appear as a list of source titles or URLs with no other identifying information.

Research Source Reflections

(40 points)

40-32 points

· The student insightfully and thoroughly reflected on the credibility of the research sources selected using information about author, purpose, audience, and domain from the lesson.

· The student connected the sources to one or both of the poems or song lyrics in a way that reflects thought and awareness.

· The student accurately summarized the content of both secondary research sources in a way that provides a complete and easily comprehendible synopsis of the source material.

31-24 points

· The student attempted to reflect on the credibility of the sources, but the reason for selection may be vague or underdeveloped.

· The student attempted to connect the sources to one or both of the poems or song lyrics.

· The student attempted to summarize the content of both secondary research sources, but the summary may be incomplete or lack important details.

23-0 points

· The student may be missing a portion of the reflection or the entire reflection.

· The student may be missing a factual explanation of the credibility of the sources, instead relying on opinion to justify their selection.

· The student may not have accurately or logically connected the secondary research sources to the historical context of their two selected poems/songs.

· The student may not have accurately summarized the content of the secondary research sources, or the summary may lack depth and understanding.

image1.png

5.2ENC.docx

Eng 5.2

Student

Institution

Course

Date

	Poem 1	Poem 2
Title	A Dream by Edgar Allan Poe	We dream-it is good we are dreaming by Emily Dickinson
Topic	Dreams, memory, and emotional pain due to longing for the past.	Dreams as an escape from harsh and painful reality.
Author’s Tone/ Perspective	The author’s tone is both sorrowful and nostalgic while reflecting on the dreams and memories, which comfort but also leaves him heartbroken.	Contemplative and cautious tone as the author believes that dreaming protects people from painful realities of life.
Evidence to Author’s Tone/ Perspective	Edgar uses emotional diction like “broken-hearted”, and “joy departed” demonstrating sadness and loss, as well as imagery such as “a lovey beam” and “a lonely spirit guiding”, which symbolizes nostalgic feeling.	Emily uses dark imagery such as “men die-externally” and metaphor like “Drama is never dead” in addition to phrases like “we dream” to not only reflect on reality, but also suggest that dreams allow people escape reality emotionally.
Poem Theme	Dreams or memories as an escape versus the harsh reality of life.	Dreams can protect an individual from painful realities, providing an emotional escape and comfort.
Comparative Poetry	Both the poems explore the ideas of dreams as a way to cope with reality or emotional suffering. They demonstrate dreams realm and their impact on an individual, but using different tone and perspectives. However, tone in A Dream is more emotional and nostalgic as the author focuses on the happy memories that have disappeared. On the other hand, Emily’s tone is more contemplative and philosophical as she views dreams as coping mechanism or protection from sad reality. Both use imagery and metaphor to support their perspective on dream verses reality. Emily use of unusual punctuation, and fragment style creatives a reflective style while Edgar uses smother flow and rhyme creates a more romantic and emotional feeling. Despite the differences, both poems shoe hoe memory and imaginations can help one endure life uncertainty.

References

Poe E.A., (1827). “A Dream”

Dickinson (1865). “We dream – it is good we are dreaming.”

5.4ENC.docx

Research Ready Assessment

My Work

Works Cited

In proper MLA format, cite these four sources:

· the two poems/songs you selected for comparative analysis

· two sources that support the historical context of your poems/songs

Research Source #1

Reflection

Respond in complete sentences.

What makes this source credible?

How does this source connect to my topic and primary sources?

Summarize this source in a paragraph of 5-7 sentences.

Research Source #2 Reflection

Respond in complete sentences.

What makes this source credible?

How does this source connect to my topic and primary sources?

Summarize this source in a paragraph of 5-7 sentences.

Research Ready Rubric

(60 points possible)

On Target

Almost There

Needs Improvement

Works Cited

(20 points)

20-16 points

· The student included two primary sources (selected poems/songs) and two secondary research sources.

· The Works Cited is properly formatted according to MLA guidelines, including:

· a centered and capitalized title

· alphabetized citations

· citations formatted as "hanging" paragraphs

· entire page is double-spaced

· book and publication titles are italicized

· article titles, poem titles, and song titles appear in quotation marks

15-12 points

· The student may be missing one or two sources from the Works Cited page.

· The Works Cited page is mostly properly formatted according to MLA guidelines and may be missing one or two of the following:

· a centered and capitalized title

· alphabetized citations

· citations formatted as "hanging" paragraphs

· entire page is double-spaced

· book and publication titles are italicized

· article titles, poem titles, and song titles appear in quotation marks

11-0 points

· The student may be missing most or all of the Works Cited page.

· The Works Cited page is not properly formatted according to MLA guidelines and may appear as a list of source titles or URLs with no other identifying information.

Research Source Reflections

(40 points)

40-32 points

· The student insightfully and thoroughly reflected on the credibility of the research sources selected using information about author, purpose, audience, and domain from the lesson.

· The student connected the sources to one or both of the poems or song lyrics in a way that reflects thought and awareness.

· The student accurately summarized the content of both secondary research sources in a way that provides a complete and easily comprehendible synopsis of the source material.

31-24 points

· The student attempted to reflect on the credibility of the sources, but the reason for selection may be vague or underdeveloped.

· The student attempted to connect the sources to one or both of the poems or song lyrics.

· The student attempted to summarize the content of both secondary research sources, but the summary may be incomplete or lack important details.

23-0 points

· The student may be missing a portion of the reflection or the entire reflection.

· The student may be missing a factual explanation of the credibility of the sources, instead relying on opinion to justify their selection.

· The student may not have accurately or logically connected the secondary research sources to the historical context of their two selected poems/songs.

· The student may not have accurately summarized the content of the secondary research sources, or the summary may lack depth and understanding.

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