Wednesday, October 30, 2019
The development of the American Empire Essay Example | Topics and Well Written Essays - 750 words
The development of the American Empire - Essay Example As they sensed a power vacuum and a unique opportunity to influence the United States, the Union was specifically interested in stymieing these efforts and ensuring that the conflict remained as one between the states. More or less, these efforts were widely successful and they helped to encourage the further understanding the continent of North America, and the surrounding regions could be viewed as the sphere of influence upon which the United States alone had the license to meddle. However, understanding the way in which the American concept of empire developed cannot be appropriately effected without a cursory discussion of the doctrine of Manifest Destiny. Manifest Destiny was the intrinsic belief that the Almighty had provided the United States with dominion over all the land between the Atlantic and Pacific oceans. This belief had a profound impact with regards to the way in which colonization of these lands took place and the means through which the native populations were mi streated and relocated. Just as Manifest Destiny and an interpretation of American sovereignty came to be formed during and before the Civil War era, as well as afterward, the course upon which the United States would eventually engage was all but assured. One of the most obvious interventions within this sphere of influence took place during the Spanish American War; a time in which the United States sought to further weaken the Spanish Empire and take territories in the Pacific – as well as carve out further influence within the Caribbean.
Monday, October 28, 2019
Touchstone anthology of contemporary creative nonfiction Essay Example for Free
Touchstone anthology of contemporary creative nonfiction Essay Comparative essay assignment Introduction            â€Å"In the Trenches†written by Charles Yale Harrison and â€Å"This Is Not Who We Are†written by Naomi Shihab are two different pieces of work which outline almost the same message. The analysis of these two stories differs in various ways such as application of styles, themes and imagery as articulated in each of the writings. Both contexts give a description about the occurrence of wars in the twentieth century in America but in different parts.            In the trenches which are written by Canadian writer Charles Yale Harrison is a story about the Canadian war which starts in Monreal, a place where an unidentified soldier who is twenty years old is together with Canadian soldiers formulating to set up the Germans in Belgium and France. In this writing, a horrifying and realistic portrayal is described in an antiwar statement. This story is expressed from the first person point of opinion of a soldier who is in a trench. The writer begins the story by describing his close relationship with his fellow soldiers; Anderson, Brown, Broadbent and Cleary and then shifts to the scenes of the infamous World War 1 trenches whereby the conditions are filthy and the soldiers are continually exposed to the flesh-looting rainfalls, lice and huge rats (Harrison, 2002).            However, Naomi Shihab, Arab-American poet is the writer of â€Å"This is not who we are†which is almost similar to the â€Å"in the trenches†although the writer of this story depict it in form of a poem. This story begins with the writer’s personal life who seek relative safety in the American southwest which is a place torn by war. She describes her marital and emotional connection to Palestine since this is her ancestral homeland. The writer offers evidence of life in safer environment which she feels the disgrace of being an Arab in America at a time when every Arab is considered suspect, including her (Nye, 1997). Nevertheless, the introduction of these two stories brings a perspective on what the entire story is all about. The ideas between the two stories are presented in a different way depending on the kind of structure and form of each author. Therefore both contain different or similar themes, styles and li terary devices in delivering the message which the author wants to communicate. Styles            Both stories have employed styles in communicating the message to the targeted audience in form of simile, metaphor, personification and imagery. Similes is the main style applied in both contexts, Naomi Shihab, the writer of â€Å"This is not who we are†begins by describing Arab-American skillful violinist as a stylish man who dresses decorous black suits and white shirts and plays like an angel. The writer adds that she wish for world symbols rather than the expensive American vehicles which wear American flags like hula skirts. This shows how she wished that the war could end rather than being prosperous and rich in a violent land. Moreover, the writer proceeds to describe the world that she wished to be and there is application of another simile when she states that she can â€Å"treasure the welcoming world of women, smiling, nurturing, fixing, tending and wrapping language around one another like a warm cloak†. Similar ly, Charles Yale Harrison has also applied similes in his writing when he was in the trench and states that he seen the whole army of wire posts beginning to move like a silent host towards him (Harrison, 2002). As the condition of war worsens, the writer depicts the boys who were in firing-step saying that they were like dead men.            In addition, as the soldiers struggles in the dirt trench to save their lives, the writer applies simile by stating that they try to hideaway into the ground like frightened rats. However, Charles Yale Harrison describes the red-tailed comets which were sent by the Germans as looking pretty like the fireworks they have left in Monreal adding that the sky is lit by hundreds of extravagant fireworks like a night carnival which sounds very ironical. During the process of protecting themselves from the explosives, the writer illustrate using a simile stating that the soldiers thrown their faces downward on the bottom of the grovel and trench like savages before that demoniac havoc. The application of similes in these two stories helps the audience to generate a kind of comparison which improves the understanding of what is going on.            Moreover, metaphors and imagery has been applied in these two stories. Naomi Shihab (1997) describes the terrorist as men with hard faces who do vicious things. Although the terrorists are Arabs, the writer does not refer them as Arabs since she is one of them and wants to show that all Arabs are not terrorists. The behavior of men with the hard faces causes the writer to defend herself and her people against the idea that she is one of those with hard faces who choose fierceness over words. This demonstration serves a major drive of explaining that blaming all Arabs because of behavior of the few terrorists is unfair. The writer states a story about a gentleman who approaches her; this makes her afraid because she a half Arab thus this makes her to be momentarily tongue-tied but later finds her voice. Correspondingly, Harrison applies much of imagery and metaphors while describing the nature of the trench during war. He states that the tr ench is unsanitary due to the presence of mud, huge rats, flesh-rotting rainfalls and lice (Reid, 2004). The condition of the trench does not keep soldiers comfortable since they struggle to protect themselves from explosives of their enemies yet the place they are hiding is not safe. This story is distressing and upsetting; illuminating the certainties of war through the eyes of a young soldier and the impressions they fragment. Themes            Theme of war is general from both stories since the principal message is about the occurrence of war. This theme develops strongly in â€Å"In the Trenches†written by Charles Yale Harrison, war between his fellow soldiers and the Europeans begins from the first line up to the last line. According to the writer, the war is horrifying and we find a sense of shock at the cruelty of war which alters depression to the soldiers. Charles Yale Harrison’s memoir leads us to wonder about why humans continue to retort to war in response to worldwide clashes while being fully conscious of its ferocity (Williford and Martone, 2007). The writer states how one of his fellow soldier said loudly as they argue that no wonder they are losing the bloody war. Moreover, the writer keeps stating that â€Å"so this is war†in many parts of the story thus depicting that the war is occurring. Conversely, Naomi Shihab describes the theme of war in form of terrorism which is caused by the men with hard faces. She describes his ancestral land as â€Å"a place torn by war†, (Williford Martone, 51). This can evidently show the presence of war when she was writing this story.            However, theme of suffering is another theme which has been described in both pieces of writing. Harrison begins describing the theme of suffering by describing how his friend by the name Fry suffers with his feet, as he keeps sliding into holes and creeping out, all the way up. The writer adds that he can hear his friend coughing and panting behind him. In addition the writer states that his nose is bleeding from the force of the detonations (Reid, 2004). Generally, Harrison gives description on how they are affected by the conditions of the trench as they try to protect themselves from the explosives; this brings the theme of suffering plainly. Similarly, Naomi Shihab states that she cannot forget the fate of the people who suffer the daily indignities of surviving in a world at war, of persistent pain caused by the men with hard faces. In addition the writer says that she hold in heart so many distressed individuals because all friends and families of innocent victims affected by war are everywhere. This means that there were many people suffering due to the violence which was happening (Nye, 1997). Conclusion            Generally, by comparing the two pieces of writing, I can conclude that they portray the same message but in a different manner and style because both stories focuses heavily on the conceit of war and violence in relation to the society. Harrison brings a clear perspective of the soldiers who were simply unexperienced youths, fighting ineffectively for meaningless ideals. Naomi Shihab brings a general explanation that blaming all Arabs for behavior of the few terrorists is absolute unfair. Both stories shape the future altitudes to war and develop a strong enthusiasm to the audience. References Harrison, C. (2002). Generals die in bed. Toronto: Annick Press. Nye, N. (1997). Habibi. New York: Simon Schuster Books for Young Readers. Reid, J. H. (2004). Award-winning films of the 1930s: From Wings to Gone with the wind : the definitive guide. Morrisville, NC: Lulu Press. The Canadian republic magazine. (1929). Montreal: s.n. Williford, L., Martone, M. (2007). Touchstone anthology of contemporary creative nonfiction. New York: Simon Schuster. Source document
Saturday, October 26, 2019
Herzog And De Meuron, The Phil :: essays research papers
Herzog and de Meuron work together as architect partners. Their designs for most of their buildings have a common or similar nature. This nature carries out the simplicity of the shape of a box, which consists of a flat roof and large windows. This design gives the characteristics of Herzog and de Meuron’s buildings. In other words, we can say that this is their buildings’ identity. Indeed, this design is very similar to Frank Lloyd Wright’s design, which also shows today’s modern style of architecture. Their designs both carry the philosophy of â€Å"organic architecture†. This means the building is designed to fit its natural surroundings. Even the form of the building is designed to develop from its environment. So to speak, we can say that the building seems to grow out of its natural surroundings. In short, Herzog and de Meuron, as well as Frank Lloyd Wright, both design building in their natural form, assimilating its form to the environment. As we notice the design in Herzog and de Meuron’s Plywood House shows the organic form of architecture, we can say that they believed that the architectural form must ultimately be determined in each case by the particular function of the building. Thus, the building’s environment and the type of materials employed in the structure carries out the reason why such material is chosen for the building. Clearly, plywood is the main architectural material for the Plywood House. Indeed, this is a very suitable material for the surrounding environment. The reason is because this material provides the organic feel of the countryside. In fact, this chosen material has very much influenced the shapes of the building. There are no curves, nor bay window in the design of the building, and therefore, as we can see from the plan of the building there are only straight lines of the walls of the building. (See plan of drawing) Metaphorically speaking, the building is like boxes that co nnect to each other. Consequently, we can say that plywood is not a very flexible material that it would be difficult to provide curves for the building. Plywood consists of several layers, or plies, of wood thoroughly bonded to one another by glue or synthetic resins. The layers are laid with the grain in different directions, generally perpendicular to one another, and therefore, the resultant sheet of plywood is equally strong in all directions.
Thursday, October 24, 2019
Essay on Political Rights
It was decade when the sexual revolution swept the country and when women proclaimed their liberation from male dominance. The totality of this period will be explored, from protests to songs, literature to leisure and civil defense to civil rights. You will examine music, especially the translation from music about love and relationships to the more society-focused music at the end of the decade. In Dalton to writing critical essays and analyses, you will work In Project Based Learning (PL) that will synthesize your Interpretation of the material covered. Student Outcomes.At the end of the course students will be able to Identify and explain the main economic, political and social issues connected with the Sixties Include a thesis statement that accurately guides ideas in all critical writing Analyze songs at the surface and deep levels and explain their cultural context Write reflections that include all five categories in reflective rubric Work collaboratively to achieve agreed up on goals. Policies: Class Attendance: when a student misses four or more classes during a quarter, that student will receive a zero (O) for the (30%) participation portion of the course. 0 or ore minutes late will be considered an absence. Three lattes equal one absence. Mobile Phones/Laptops/loops: Not allowed under any circumstance, unless turned off. Late Work: Accepted only under extenuating circumstances and only when one meets with the instructor before the due date. Otherwise, all late papers will receive a failing grade. Incomplete: assigned only under extenuating circumstances, after speaking with me. Only 50% of all work can be made up, if a student receives a failing grade for the course. Grade Percentages: 32% Four (4) four-page papers: economic/political, social, language, music 20%Quizzes/Reflective Writings 28% Final Project (includes final presentation) Course Texts and Materials: The Electric Cool Aid Acid Test, by Tom Wolfe The Best and the Brightest, by David Halt ers. Readings will come from this book, but there will be less emphasis on it than in the past course. Sixties Course Book, with Readings. The daily schedule below can be altered based on the decision of the instructor. Additional readings may be assigned as necessary (to expand understanding). All work will be graded using the course rubrics.Classroom Behavior: The use of cell hones and other electronics (including pods and laptops) is prohibited. You may be asked to leave class if they are used. Additional violations of NEST disciplinary code may result in suspension or dismissal. In addition, the instructor has the right to curb classroom discussion in an effort to meet the educational objective of the class session. For those who stray beyond the bounds of acceptable behavior, the NEST Student Conduct Code will be enforced. Details of all projects and assignments will be provided in sufficient time to allow for completion.
Wednesday, October 23, 2019
Poetry Analysis
English 1302, Composition II Poetry Analysis Assignment: Choose ONE of the prompts below; then write a 3-4 page poetry analysis in which you analyze the use of literary elements in one of the assigned poems listed: â€Å"America†(Claude McKay); â€Å"We Wear the Mask†(Paul Laurence Dunbar); â€Å"Harlem (A Dream Deferred)†(Langston Hughes); â€Å"Mirror†(Sylvia Plath); â€Å"The Bean Eaters†(Gwendolyn Brooks); â€Å"To The Mercy Killers†(Dudley Randall); â€Å"Do Not Go Gentle into That Good Night†(Dylan Thomas).Your purpose is to explicate (interpret) and analyze (examine) one poem, defending your interpretive claim (a clear, concise, debatable, and assertive thesis statement that explains what the poems mean and how literary elements (i. e. speaker, figurative language (metaphor, simile, synechdoche, metonymy, personification, hyperbole, oxymoron, paradox), imagery, sound patterns, format, theme, persona, tone, symbolism, conn otation, or denotation) are employed to convey the poem’s message.Your primary support must come from the poem itself; however, you will be required to incorporate at least two secondary sources into your work. You must use literary present verb tense in reference to the poem and sources; however, you may not use first-person (I, me, we, our, us), second-person (you) references, or contractions (isn’t( is not). Neither off topic nor late essays will be accepted; also, plagiarized essays automatically receive a zero, and they may not be made up. In this paper you will adhere to the following: Make and support a claim regarding some issue in an assigned poem. †¢ Have a clearly-stated thesis that includes literary elements and gives the basic overview of your argument. †¢ Use quotes from the poem to support your major points. Also, use literary criticism from relevant and reliable sources to support your major points. †¢ Make interpretive arguments about th e language, tone, imagery, and figures of speech in the poetry, all toward proving your thesis. †¢ Put slashes between words to indicate a line break when quoting less than four lines: â€Å"We wear the mask that grins nd lies, / It hides our cheeks and shades our eyes,–††¢ (Anything more than four lines should be put into block format, indenting 10 spaces and double spacing the text) The opening stanza of Louise Bogan’s â€Å"Women†startles readers by presenting a negative stereotype of women: Women have no wilderness in them, They are provident instead, Content in the tight hot cell of their hearts To eat dusty bread. (1-4) †¢ Provide parenthetical citations that indicate line numbers for any quoted text. In the first reference, use the word â€Å"lines. †Thereafter, use just numbers.For example, the above lines would be followed by this notation: (lines 1-2). †¢ Avoid writing merely a summary of the poem. Length: 3-4 pages (3-full page minimum); Works Cited page (MLA format) Format: MLA format: 1-inch margins, Times New Roman font, point-size 12; typed, double-spaced, printed; stapled; header and pagination Sources: 3 sources minimum (1-primary sources (the poem in the textbook); 2-secondary sources (scholarly literary criticism from books, journals, magazines, and newspapers)) Resources: TJC Library Databases (http://www. jc. edu/library/find_articles/); Purdue OWL (http://owl. english. purdue. edu/owl/resource/747/01/); Writing Center (Jenkins 1108); Literature and the Writing Process, pp. 98-106. Due Dates: Outline: ________________________ Peer Edit, Rough Draft (completed, typed, and printed): ________________________ Final Draft: Outline, Peer-edited Rough draft, Final draft: _______________________Evaluation: Topic Selection/Appropriateness; Guidelines: Minimum length; MLA style (manuscript); Clear, assertive, and analytical thesis statement; Effective organization (structure), analyzing liter ary elements; Effective paragraph structure (topic sentences, unity, coherence, development); smooth and proper MLA integration (lead-in statement, concrete detail, commentary/analysis), citation (parenthetical citations), and documentation Works Cited); Good, varied sentence structure (few or no comma splices, fragments, and fused sentences; few or no errors in subject-verb agreement, pronoun-antecedent agreement, and verb tense consistency); Good word choice; Proper grammar and punctuation. Writing Prompts: 1. Examine and defend a claim about social protest poetry. Analyze theme in one or more of these poems: Claude McKay’s feelings in â€Å"America†about living in a racist country; analyze those expressed by Paul Laurence Dunbar in â€Å"We Wear the Mask†; or analyze those expressed by Langston Hughes in â€Å"Harlem (A Dream Deferred). 2. Examine and defend a claim about imagery OR symbolism in one or more of the following poems: Claude McKay’s â₠¬Å"America,†Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Gwendolyn Brook’s â€Å"The Bean Eaters,†or Sylvia Plath’s â€Å"Mirror. †3. Examine themes about identity (self, cultural, gender, professional, community/social, national), masks, and/or deception in one of these poems: Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Sylvia Plath’s â€Å"Mirror,†or Claude McKay’s â€Å"America. †4.Examine the use of irony (verbal, situational, dramatic) OR motivation (extrinsic, intrinsic) in one or more of these poems: Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Langston Hughes’s â€Å"Harlem (A Dream Deferred), Dudley Randall’s â€Å"To The Mercy Killers,†Claude McKay’s â€Å"America,†Gwendolyn Brook’s â€Å"The Bean Eaters,†or Dylan Thomas’s â€Å"Do Not Go Gentle into that Good Night. †5. Examine theme, spe cifically the attitude toward death expressed in one or two of these poems: Dudley Randall’s â€Å"To The Mercy Killers†or Dylan Thomas’s â€Å"Do Not Go Gentle into That Good Night. 6. Examine conflict (internal and external) in one or more of these poems: Claude McKay’s â€Å"America,†Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Gwendolyn Brook’s â€Å"The Bean Eaters,†Dudley Randall’s â€Å"To the Mercy Killers,†Dylan Thomas’s â€Å"Do Not Go Gentle into that Good Night. †7. Examine persona or speaker in one or more of these poems: Claude McKay’s â€Å"America,†Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Sylvia Plath’s â€Å"Mirror,†Dudley Randall’s â€Å"To the Mercy Killers,†Dylan Thomas’s â€Å"Do Not Go Gentle into that Good Night. 8. Examine some aspect of figurative language (simile, metaphor, personificat ion, hyperbole, synecdoche, metonymy) in one or more of these poems: McKay’s â€Å"America,†Plath’s â€Å"Mirror,†Brook’s â€Å"The Bean Eaters,†Hughe’s â€Å"Harlem (A Dream Deferred). †Scratch Outline: Poetry Analysis I. Introduction A. Attention-Getter (Hook) B. Background Information (T-A-G) C. Thesis Statement: The â€Å"Poem†relies on figurative language, imagery, and tone to convey this theme. Thesis should be clear, concise, assertive, and arguable) II. Body Paragraphs A. Poem Synopsis (Summary) 1. Point 1 2. Point 2 B. Poem’s Theme 1. Identity a. concrete detail b. concrete detail 2. Denial/Deception a. concrete detail b. concrete detail B. Poem’s Explication (Explanation): Figurative Language 1. Metaphor 2. Personification C. Poem’s Explication: Imagery 1. Visual 2. Tactile D. Poem’s Explication: Tone 1. Reflective 2. Resigned III. Conclusion IV. Works Cited Poetry Analysis English 1302, Composition II Poetry Analysis Assignment: Choose ONE of the prompts below; then write a 3-4 page poetry analysis in which you analyze the use of literary elements in one of the assigned poems listed: â€Å"America†(Claude McKay); â€Å"We Wear the Mask†(Paul Laurence Dunbar); â€Å"Harlem (A Dream Deferred)†(Langston Hughes); â€Å"Mirror†(Sylvia Plath); â€Å"The Bean Eaters†(Gwendolyn Brooks); â€Å"To The Mercy Killers†(Dudley Randall); â€Å"Do Not Go Gentle into That Good Night†(Dylan Thomas).Your purpose is to explicate (interpret) and analyze (examine) one poem, defending your interpretive claim (a clear, concise, debatable, and assertive thesis statement that explains what the poems mean and how literary elements (i. e. speaker, figurative language (metaphor, simile, synechdoche, metonymy, personification, hyperbole, oxymoron, paradox), imagery, sound patterns, format, theme, persona, tone, symbolism, conn otation, or denotation) are employed to convey the poem’s message.Your primary support must come from the poem itself; however, you will be required to incorporate at least two secondary sources into your work. You must use literary present verb tense in reference to the poem and sources; however, you may not use first-person (I, me, we, our, us), second-person (you) references, or contractions (isn’t( is not). Neither off topic nor late essays will be accepted; also, plagiarized essays automatically receive a zero, and they may not be made up. In this paper you will adhere to the following: Make and support a claim regarding some issue in an assigned poem. †¢ Have a clearly-stated thesis that includes literary elements and gives the basic overview of your argument. †¢ Use quotes from the poem to support your major points. Also, use literary criticism from relevant and reliable sources to support your major points. †¢ Make interpretive arguments about th e language, tone, imagery, and figures of speech in the poetry, all toward proving your thesis. †¢ Put slashes between words to indicate a line break when quoting less than four lines: â€Å"We wear the mask that grins nd lies, / It hides our cheeks and shades our eyes,–††¢ (Anything more than four lines should be put into block format, indenting 10 spaces and double spacing the text) The opening stanza of Louise Bogan’s â€Å"Women†startles readers by presenting a negative stereotype of women: Women have no wilderness in them, They are provident instead, Content in the tight hot cell of their hearts To eat dusty bread. (1-4) †¢ Provide parenthetical citations that indicate line numbers for any quoted text. In the first reference, use the word â€Å"lines. †Thereafter, use just numbers.For example, the above lines would be followed by this notation: (lines 1-2). †¢ Avoid writing merely a summary of the poem. Length: 3-4 pages (3-full page minimum); Works Cited page (MLA format) Format: MLA format: 1-inch margins, Times New Roman font, point-size 12; typed, double-spaced, printed; stapled; header and pagination Sources: 3 sources minimum (1-primary sources (the poem in the textbook); 2-secondary sources (scholarly literary criticism from books, journals, magazines, and newspapers)) Resources: TJC Library Databases (http://www. jc. edu/library/find_articles/); Purdue OWL (http://owl. english. purdue. edu/owl/resource/747/01/); Writing Center (Jenkins 1108); Literature and the Writing Process, pp. 98-106. Due Dates: Outline: ________________________ Peer Edit, Rough Draft (completed, typed, and printed): ________________________ Final Draft: Outline, Peer-edited Rough draft, Final draft: _______________________Evaluation: Topic Selection/Appropriateness; Guidelines: Minimum length; MLA style (manuscript); Clear, assertive, and analytical thesis statement; Effective organization (structure), analyzing liter ary elements; Effective paragraph structure (topic sentences, unity, coherence, development); smooth and proper MLA integration (lead-in statement, concrete detail, commentary/analysis), citation (parenthetical citations), and documentation Works Cited); Good, varied sentence structure (few or no comma splices, fragments, and fused sentences; few or no errors in subject-verb agreement, pronoun-antecedent agreement, and verb tense consistency); Good word choice; Proper grammar and punctuation. Writing Prompts: 1. Examine and defend a claim about social protest poetry. Analyze theme in one or more of these poems: Claude McKay’s feelings in â€Å"America†about living in a racist country; analyze those expressed by Paul Laurence Dunbar in â€Å"We Wear the Mask†; or analyze those expressed by Langston Hughes in â€Å"Harlem (A Dream Deferred). 2. Examine and defend a claim about imagery OR symbolism in one or more of the following poems: Claude McKay’s â₠¬Å"America,†Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Gwendolyn Brook’s â€Å"The Bean Eaters,†or Sylvia Plath’s â€Å"Mirror. †3. Examine themes about identity (self, cultural, gender, professional, community/social, national), masks, and/or deception in one of these poems: Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Sylvia Plath’s â€Å"Mirror,†or Claude McKay’s â€Å"America. †4.Examine the use of irony (verbal, situational, dramatic) OR motivation (extrinsic, intrinsic) in one or more of these poems: Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Langston Hughes’s â€Å"Harlem (A Dream Deferred), Dudley Randall’s â€Å"To The Mercy Killers,†Claude McKay’s â€Å"America,†Gwendolyn Brook’s â€Å"The Bean Eaters,†or Dylan Thomas’s â€Å"Do Not Go Gentle into that Good Night. †5. Examine theme, spe cifically the attitude toward death expressed in one or two of these poems: Dudley Randall’s â€Å"To The Mercy Killers†or Dylan Thomas’s â€Å"Do Not Go Gentle into That Good Night. 6. Examine conflict (internal and external) in one or more of these poems: Claude McKay’s â€Å"America,†Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Gwendolyn Brook’s â€Å"The Bean Eaters,†Dudley Randall’s â€Å"To the Mercy Killers,†Dylan Thomas’s â€Å"Do Not Go Gentle into that Good Night. †7. Examine persona or speaker in one or more of these poems: Claude McKay’s â€Å"America,†Paul Laurence Dunbar’s â€Å"We Wear the Mask,†Sylvia Plath’s â€Å"Mirror,†Dudley Randall’s â€Å"To the Mercy Killers,†Dylan Thomas’s â€Å"Do Not Go Gentle into that Good Night. 8. Examine some aspect of figurative language (simile, metaphor, personificat ion, hyperbole, synecdoche, metonymy) in one or more of these poems: McKay’s â€Å"America,†Plath’s â€Å"Mirror,†Brook’s â€Å"The Bean Eaters,†Hughe’s â€Å"Harlem (A Dream Deferred). †Scratch Outline: Poetry Analysis I. Introduction A. Attention-Getter (Hook) B. Background Information (T-A-G) C. Thesis Statement: The â€Å"Poem†relies on figurative language, imagery, and tone to convey this theme. Thesis should be clear, concise, assertive, and arguable) II. Body Paragraphs A. Poem Synopsis (Summary) 1. Point 1 2. Point 2 B. Poem’s Theme 1. Identity a. concrete detail b. concrete detail 2. Denial/Deception a. concrete detail b. concrete detail B. Poem’s Explication (Explanation): Figurative Language 1. Metaphor 2. Personification C. Poem’s Explication: Imagery 1. Visual 2. Tactile D. Poem’s Explication: Tone 1. Reflective 2. Resigned III. Conclusion IV. Works Cited
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