Poetry Literary Analysis Essay

Assignment:
You are to going to be writing a literary analysis paper regarding the theme of your song/poem. You are
required to discuss how the author uses poetic devices to discuss the authors message.

Introduction Paragraph
A.
Attention grabbers this is something to make your essay stand
out. It should provoke your reader or capture their imagination in someway. It
can be a fact, statistic, metaphor, simile, comparison, or a quote. Whatever you
choose, it should in some way be connected to your thesis.
B.
Background this is something to connected to both your attention
grabber and your thesis. This is information that your reader absolutely needs to
understand what you are discussing. This is usually where you guide your
reading from the statement of the attention grabber to your claim. You can
establish your credibility as an authority by giving facts or by providing some
information about what you will be writing about.

C.
Overall Claim/Thesis (Your thesis should have the
authors name, the title of the work, a theme statement, and
three literary devices you will be discussing in your paper.)

Total ____ of 3=_____%

Body Paragraphs
A. Claim The claim should include what the paragraph is
going to be about. This includes literary devices and
theme
B. Introduction of Context of Evidence and/or Define your
Terms
C. Evidence with Citation
D. Break down of Evidence
E.
F.

Explanation of Support of Claim

Explanation of Support of Thesis

G.

Concluding Statement

Total ____ of
21=_____%

Counter Argument
1. introduce the opposing argument -- The writer summarizes the
opposition's viewpoint openly and honestly
2. Acknowledge parts of the opposition that are valid-- The
writer acknowledges that some of the opposition's claims may be valid, but the
writer still shows that his own claims are stronger. The strength of the writer's
claims are more convincing than the opposing viewpoints. A writer might
explain the opposition's weakest points, contrasting them with his argument's
strongest points.

3. Counter the argument-- refute the opposition's claims showing they
are incorrect or inconsequential--not a real problem. This is a good time to
bring evidence.

4. Introduce the Conclusion summarize why the counter

argument is not sufficient.

Conclusion
A. Restatement of Thesis
B. Summarize the main points made
C. Discuss the lasting importance/consequences/take
away/call to action

Total ____ of 4=_____%

Total ____ of 4=_____%

D. Connect back to Attention Grabber

__________+____________+___________+_____________=_____________ __________ / 400=______ ______________
Intro+Body Paragraphs+ Counter Arguement +Conclusion= TOTAL A Total A Grade

Learning Targets:

I can write an analysis of substantive topics or texts, using valid reasoning and sufficient evidence.
I can produce clear and coherent writing appropriate to task, purpose and audience.
I can use the writing process to focus on what is most significant for a specific purpose and audience.
I can select evidence from literary informational texts to support analysis, reflection and research.
I can adjust my writing practices for different timeframes, tasks, purposes and audiences.

Standards:
ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.

a. Introduce precise claim(s) and creates an organization that establishes clear relationships among claim(s), reasons, and
evidence.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)

d. Establish and maintain an appropriate style and objective tone.

e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE9-10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
ELAGSE9-10W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 910 Reading Standards to literature and nonfiction

ELAGSE9-10W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.