201711122327485_p_11_s_3_page_portrait_go_colors_unresearched 20171112232713eng_1102_poetry_materials_instructions_for_an_essay_on_a_sonnetf17 x
Instructions for an Essay on a Sonnet–Fall 17
Prompt: choose a sonnet from the approved list. In a five paragraph essay, discuss the theme of the sonnet, showing how a variety of poetic devices contribute to the theme.
1. Use a combination of prewriting and planning with the Illustration/Example GO to invent, explore, and organize ideas.
2. The thesis statement should state the theme of the poem.
3. Find three main ideas that work together to create the theme. These main ideas will become the topic sentences of your body paragraphs.
4. In the body of your essay, use at least one example from (a) and at least two examples from (b):
a. devices of sound/music: how rhyme, meter, alliteration and/or assonance add force to the meaning of the words
b. devices of language:
imagery– how word(s) that refer to sensory experience create meaning
figures of speech– how simile, metaphor, personification
symbol—an object that suggests further meaning in addition to itself
tone—the speaker’s attitude (an emotion word)
5. Your essay must include a Work Cited page and be formatted correctly as shown in the MLA tab of the 8th ed. of A Writer’s Reference by hacker/Sommers.
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Content: Shannon Thompson 5 PARAGRAPH ESSAY / 11 SENTENCE BODY PARAGRAPHS Format: Adapted from the Jane Schaffer Writing Program |
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PARAGRAPH 1 Introduction=all opinion |
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1. Opener (quotation or generalization) 2. Transition (explain the meaning of the quotation or generalization) 3. Application: Say how opener and transition relate to the thesis that you will argue *For literature, say: In “Title” , by Full Name, + say how the opener connects to the literature you will discuss 4. Thesis (Opinion: what you think the literature means; the claim you will persuade your reader to agree with) |
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PARAGRAPH 2 (Body paragraph 1) |
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1. Transition + Topic Sentence=fact + opinion or all opinion: |
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2. Transition + Fact (quotation from literature): |
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3. Analysis (opinion) explains significance of the fact/previous sentence |
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4. Analysis explains significance of and/or supports previous sentence |
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5. Transition + Fact (quotation from literature): |
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6. Analysis (opinion explains significance of the fact/previous sentence) |
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7. Analysis (opinion) explains significance of the fact/previous sentence |
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8. Transition + Fact (quotation from literature): |
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9. Analysis (opinion) explains significance of the fact/previous sentence |
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10. Analysis (opinion) explains significance of the fact/previous sentence |
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11. Concluding Sentence (opinion): restates TS in new words + transitions to (introduces)the new idea in the next ¶ |
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PARAGRAPH 3 (Body paragraph 2) |
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2. Transition + Fact (quotation from literature): |
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3. Analysis (opinion) explains significance of the fact/previous sentence |
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4. Analysis explains significance of and/or supports previous sentence |
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5. Transition + Fact (quotation from literature): |
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7. Analysis (opinion) explains significance of the fact/previous sentence |
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8. Transition + Fact (quotation from literature): |
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9. Analysis (opinion) explains significance of the fact/previous sentence |
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10. Analysis (opinion) explains significance of the fact/previous sentence |
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11. Concluding Sentence (opinion): restates TS in new words + transitions to (introduces)the new idea in the next ¶ |
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PARAGRAPH 4 (Body paragraph 3) |
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PARAGRAPH 5 Conclusion = all opinion (use #1, then each or any combination of the following items) |
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1. Restate thesis USING NEW WORDS |
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2. You may say what the readers have learned about the topic/from the literature, thanks to your explanation |
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3. If dealing with literature, you may say what the characters learn about themselves or about life. |
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4. You may call your reader to action, suggesting the benefits of action or the perils of failing to act. Note well: This option takes careful handling of tone: better to say “We all must . . .” rather than “You must.” Avoid commands such as “Now get out there and ______!” |
Instructions for an Essay on a Sonnet–Fall 17
Prompt: choose a sonnet from the approved list. In a five paragraph essay, discuss the theme of the sonnet, showing how a variety of poetic devices contribute to the theme.
1. Use a combination of prewriting and planning with the Illustration/Example GO to invent, explore, and organize ideas.
2. The thesis statement should state the theme of the poem.
3. Find three main ideas that work together to create the theme. These main ideas will become the topic sentences of your body paragraphs.
4. In the body of your essay, use at least one example from (a) and at least two examples from (b):
a. devices of sound/music: how rhyme, meter, alliteration and/or assonance add force to the meaning of the words
b. devices of language:
imagery– how word(s) that refer to sensory experience create meaning
figures of speech– how simile, metaphor, personification
symbol—an object that suggests further meaning in addition to itself
tone—the speaker’s attitude (an emotion word)
5. Your essay must include a Work Cited page and be formatted correctly as shown in the MLA tab of the 8th ed. of A Writer’s Reference by hacker/Sommers.
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