Poetry as Reflection on Life: A Literary Analysis of One Art LIT1001
- Subject Code :
LIT1001
introduction to Literary Studies
Assessment four - reflection
Poetry and poetry devices
600 words
Basis question: what does poetry say about life?Address this question by referring to the themes in your chosen poem. In your analysis make sure to refer to the techniques and devices in the poem. Also, ensure to refer to the poem itself (textual evidence) and use a secondary academic peer-reviewed source that you find independently.
Consider the following:
- What do you think the poem means?
- What characteristics of the poem led you to interpret it in a certain way?
- What is the main idea of the poem?
- What Big Ideas does the poem interrogate or address?
Find one secondary academic source to support your answer further
In your response, please make use of?The Oxford Dictionary of Literary Terms?to accurately describe the features of your chosen poem.
The poem I have chosen for this essay is: One Art by Elizabeth Bishop
Secondary source to support: Writing Loss
, Vol. 50, No. 1 (SPRING 1993), pp. 69-110 (42 pages)
https://www.jstor.org/stable/26303891
Structure: introduction - introduce the chosen poem, the intended meaning of said poem, characteristics of the poem, my interpretation = main idea, big ideas that can be connected
Para 1 - analysis of primary text (poem), poetic devices and techniques and their effect
Para 2 - secondary source and how it can support the poem's main ideas
Conclusion: wrap up
DONT NEED TO FOLLOW THIS OUTLINE
Notes: please use Australian language and grammar, please use a good amount of quotes from both the primary and secondary source, and please use westernsydu harvard style referencing (citing as well)
Marking criteria
This assessment will be assessed on:
- Interpretation (_/30)
- Use of primary text to justify your interpretation (_/25)
- Use of secondary source (_/15)
- Knowledge of literary techniques in relation to meaning (_/15)
- Written [removed]_/10)
- Referencing (_/5)
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Fail |
Pass |
Credit |
Distinction |
High Distinction |
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Interpretation (30%) |
There is an attempt to summarise the poem but there is no interpretation or analysis. |
The student attempts to interpret and analyse the poem, sometimes in detail, to justify their response. Misinterpretation occurs in parts. |
The student has a good knowledge of the poem, with detailed interpretation and analysis in parts that is mostly accurate. |
The student has a comprehensive knowledge of the poem demonstrated through regular detailed interpretation and analysis that is mostly accurate. There is an attempt to integrate direct references into the overall interpretation. |
The student has a comprehensive knowledge of the readings demonstrated through sustained, detailed, accurate and detailed interpretation. |
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Use of primary source to justify your interpretation (25%) |
Presents no direct referencing of the poem to support interpretation and analysis. |
There is an attempt to integrate direct references in order to justify the interpretation. |
There are attempts to integrate relevant and accurate details of the poem to justify the interpretation. |
The critical interpretation of the poem integrates relevant, accurate and well-considered details of the poem. The use of the primary source clearly justifies the scholarly interpretation. |
The primary source supports the interpretation in a clear, relevant and succinct way throughout so that each interpretation is justified and connected to the poem itself. |
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Written [removed]10%)
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Presents writing that is hard to follow. Presents frequent spelling and grammatical errors. Presents structure that is disorganised or incoherent. |
Frequent issues with written [removed]like grammar, word choice, syntax) but intended meaning is reasonably clear. Attempts to develop paragraphs with an academic structure. |
Few grammar and spelling errors with some precise and appropriate vocabulary. Writing is reasonably concise and has a good flow. Paragraphs are correctly structured. The structure and coherence of the response needs some editing. |
Written expression has Almost no grammar and spelling errors. Writing is reasonably concise, yet detailed, and has a good flow and appropriate tone. Paragraphs are correctly structured. |
Written expression is clear, concise, detailed. Instances of using sophisticated and conceptual language in a considered and logical structure. |
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Knowledge of literary techniques/devices (15%) |
No understanding demonstrated. No reference made to literary techniques/devices and/or how they contribute to creating meaning. |
There is a general reference to techniques/devices and an attempt made to explain how they are used to create meaning. |
There is mostly correct identification of techniques/devices and how they are used to create meaning in the poem chosen. |
There is mostly correct identification of techniques/devices and how they are used to create meaning in the poem chosen. |
There is correct identification of literary devices/techniques and a sophisticated and nuanced explanation of how they are used to create meaning. |
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Use of secondary source (15%) |
No source used or no appropriate secondary source used. |
The student attempts to use q secondary source to support their argument. The source is relevant in a general way and somewhat integrated. |
The secondary source supports the argument in a clear and relevant way in parts. There is some integration of the source. |
The secondary source supports the argument in a mostly clear and relevant way. The source is integrated well. |
The secondary source supports the argument in a clear, relevant and succinct way throughout. The source is integrated exceptionally well. |
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Referencing (5%) |
Minimal or no attempt at referencing. There seems to be little understanding of why or where referencing is needed. |
Some understanding of where and why referencing is needed with an attempt to include in-text references and a reference list that resembles MLA Style. |
Students work demonstrates some understanding of where and why referencing is needed, by providing in-text citations and a reference list that are often correctly done in MLA style. |
Students work demonstrates a mostly accurate understanding of where and why referencing is needed, by providing in-text citations and a reference list that are most often correctly done in MLA Style. |
Students work demonstrates a thorough understanding of where and why referencing is needed, through mastery of the MLA Style |
