Write an analysis that contends for the main idea or argument of the poem and support that thesis with the evidence available to you.

Write an analysis that contends for the main idea or argument of the poem and support that thesis with the evidence available to you. The evidence for your analysis should include the following:
1) Textual Analysis. Your own conclusions about what the main idea or argument of the poem is and how that focus is developed throughout the poem. You should draw on our discussions in class about the operations of literal and figurative language in poetry.
2) Audiotextual Analysis. Your own conclusions about the poet’s phonopoetic production of the poem and how that audiotext supports or complicates your textual analysis. You’ll want to draw, in this case, on some of the strategies and terminology we used in discussing the critical appreciation of phonopoetic performance.
3) Critical Analysis. Citation and acknowledgement of scholarly commentary derived from a minimum of two secondary sources about the poet’s creative work in general or about the poem specifically under consideration. By “secondary sources” I mean published scholarly work in either peer reviewed journals or books, not random websites. Be sure to use valid and credible sources.
While this is yet another opportunity to read carefully and critically the poem you’ve chosen, I’ll also be interested in your ability to respond to and synthesize the ideas of other critics in your own argument. In other words, textual evidence that supports your response should be drawn from both the text and audiotext as well as the commentaries of other scholars.

2 sources you need to use: (they should be integrated throughout
1. Cummings’s ‘Anyone Lived in a Pretty How Town’, by B. J. Hunt.
2. Cummings, Abbott and Costello: How ‘Who’s on First?’ Can Help Students Understand ‘Anyone Lived in a Pretty How Town’, by Jeff Westover.

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