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Essay Instructions: Poet: Li-Young Lee
1)Poem: This Room And Everything In It
2)Poem: Persimmons

Within these two poems, you should find a common theme on which you would like to focus. I am especially interested in your ability to utilize diction and close reading to form an arguable and interesting thesis about the poems. Look for symbolism, imagery, and figurative language, and think about the tone of the poem as you are completing your analysis. I will also be looking for an in-depth familiarity with the vocabulary used in these particular poems and an accurate understanding of the historical period if it is relevant to your analysis.

You can organize this paper in a variety of ways. Think about whether you are going to analyze one poem in its entirety or compare common elements between the poems. Although you may need to emphasize the differences between the two poems you have chosen, this is not a compare/contrast essay; instead I am looking for a paper that can make an argument about themes used in the poet’s work.

Your paper should have the following elements:
• A clear and arguable thesis connecting the two poems in the introduction of the paper
• Specific examples from the poems that illustrate and prove your argument
• Strong organization following a logical format
• A conclusion which summarizes the main points of the paper

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Essay Instructions: Poet: Li-Young Lee
Poem: 1) Persimmons 2)This Room and Everything In it.

Use Both poems in the thesis.
Within these two poems, you should find a common theme on which you would like to focus. I am especially interested in your ability to utilize diction and close reading to form an arguable and interesting thesis about the poems. Look for symbolism, imagery, and figurative language, and think about the tone of the poem as you are completing your analysis. I will also be looking for an in-depth familiarity with the vocabulary used in these particular poems and an accurate understanding of the historical period if it is relevant to your analysis.

You can organize this paper in a variety of ways. Compare common elements between the poems. Although you may need to emphasize the differences between the two poems you have chosen, this is not a compare/contrast essay; instead I am looking for a paper that can make an argument about themes used in the poet’s work.

Your paper should have the following elements:

• A clear and arguable thesis connecting the two poems in the introduction of the paper
• Specific examples from the poems that illustrate and prove your argument
• Strong organization following a logical format
• A conclusion which summarizes the main points of the paper

There are faxes for this order.

Essay Instructions: E-WEEK 4 Discussion

Answer each question with a full-developed paragraph. Be sure to quote from the poem to support your points.

1. How is Billy Collins' poem "Divorce" (p. 462) a lyric poem? Explain the extended metaphor and theme of this poem.
2. How does Margaret Atwood's poem (p. 488-489, "Death of a Young Son by Drowning," work as a dramatic monologue? What is the extended metaphor of this poem and how does it contribute to the theme?
3. How does Li-Young Lee use a simple fruit to show his struggle between two cultures in his poem "Persimmons" (pp. 513-514)?
4. Describe the tone of Snodgrass' poem, "Leaving the Motel (p. 528). How does the listing of these seemingly trivial details contribute to the theme of the poem?

Essay Instructions: Written Assignment 5

Select one (1) article from among the seven published articles listed at the bottom of this page. (All articles can be accessed in PDF format from VALE, using the EBSCO Academic Search Premier database.)

Analyze the article, and write a 2-4 page critical report (typed, double-spaced) in which you discuss what you think about the research presented. Be sure to include in your discussion answers to the following questions:

How applicable is the research?
How generalizable is the research?
Are the conclusions warranted?

*** Articles and Web links below ***

Articles

Zgoba, K. M., Sager, W. R., & Witt, P. H. (2003, Summer). Evaluation of New Jersey's sex offender treatment program at the Adult Diagnostic and Treatment Center: Preliminary results. Journal of Psychiatry & Law, 31(2), 133-164.


Carlson, M. J., Harris, S. D., & Holden, G. W. (1999, June). Protective orders and domestic violence: Risk factors for re-abuse. Journal of Family Violence, 14(2), 205-226.


Schellenberg, G., & Silver, C. (2004, Winter). You can't always get what you want: Retirement preferences and experiences. Canadian Social Trends, 75, 2-7.


Santo, C. (2005, June). The economic impact of sports stadiums: Recasting the analysis in context. Journal of Urban Affairs, 27(2), 177-191.


Moore, R. S., LeMay, S., Moore, M. L., Lidell, P., Kinard, B., & McMillen, D. (2005, Winter). An investigation of motorists' perceptions of trucks on the highway. Transportation Journal, 44(1), 20-32.


Cordova, J. V., Gee, C. B., & Warren, L. Z. (2005, March). Emotional skillfulness in marriage: Intimacy as a mediator of the relationship between emotional skillfulness and marital satisfaction. Journal of Social and Clinical Psychology, 24(2), 218-235.


Winickoff, J. P., Tanski, S. E., McMillen, R. C., Klein, J. D., Rigotti, N. A., & Weitzman, M. (2005, April). Child health care clinicians' use of medications to help parents quit smoking: A national parent survey. Pediatrics, 115(4), 1013-1017.

EBSCO: http://persimmon.tesc.edu:2048/login?url=http://search.ebscohost.com/login.aspx

http://myedison.tesc.edu/tescdocs/external_links/vale.html

http://myedison.tesc.edu/tescdocs/Web_Courses/SOS-492-OL/search_article_ASP.htm


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