You will write a literary analysis paper on the poems presented in the last page (5.1 Literary Analysis – Poetry). In your essay, you will present both comparisons (similarities) and differences (contrasts) of the authors’ development of the themes of life and death. Be sure to analyze tone, metaphor, simile, diction, style, and most importantly, the core meaning of the selections.
Criteria for This Assignment
Length and Formatting Requirements
One to three pages (750 to 1200 words), double spaced
Times New Roman, 12-point font
Content Requirements
Develop your topic and argument logically and cohesively.
Your thesis should drive the content of your essay.
State specific examples of the literary techniques in your essay (for example, don’t just say the author uses a rhyme pattern to convey his message; be specific about how and why.)
As you work on the assignment, please review the note on plagiarism if you have any questions as to what you may or may not use from the presented materials and/or outside sources in your paper.
Literary Analysis
When you write a literary analysis essay, you should focus on the following elements: tone, diction, syntax, author’s point of view, structure, imagery, and dramatic context of a selection. As you explore and analyze the poems at the end of the page, make notes about the literary elements you notice and begin to consider how the authors develop the themes in each poem.
Key Literary Terms
Diction – the author’s choice of words
Dramatic context – the setting and core structure of a poem
Elliptical construction – the intentional omission or certain words or phrases by the author
Euphemism – a mild or less blunt word (ex. sleep instead of death)
Metaphor – a figure of speech that compares unlike objects
Simile – a figure of speech that compares unlike objects using “like” and “as” (ex. Life is like a dream.)
Motif – a recurring theme throughout a poem
Syntax – the author’s pattern of words or sentence structure
I have uploaded the two poems that you have to write the analysis on.
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