Today: Independent Conference Day 1.Work on your drafts until you are called up for a review. 2.FINAL PAPER MUST BE TURNED IN MONDAY 3.No talking above a whisper. 4.You may listen to electronic devices. 5.All finished? Work on your independent reading (three books total).

DUE MONDAY: Completed Poetry Analysis Folders 1.Poetry Analysis Charts 1.Poetry Analysis Charts [Front of Sheet] 2.End of Reading Questions 2.End of Reading Questions [Back of Sheet] 3.Warm Ups 3.Warm Ups: Three one page observation / explanation sheets 4.Outline 4.Outline of Comparative Analysis Essay 5.Draft 5.Draft of Comparative Analysis Essay 6.Final 6.Final Essay (very neatly written!)

LAST ASSIGNMENT: Synthesis Essay 1.READ 1.READ three books. a.A non-classic fiction text b.A classic fiction text c.A nonfiction text 2.WRITE 2.WRITE a one page summary of each text which includes the following information: a.the name of the author and the title of the book b.the message / theme / or subject of the book c.Supporting details and examples from the text d.the author’s purpose for writing the book 3.PREPARE 3.PREPARE to write an essay using three of four sources to respond to a prompt.

Comparative Analysis Essay Prompt In a well-organized essay, compare and contrast three poems by analyzing how the poets each use imagery (sensory detail) to vividly communicate the theme to the reader. How do sensory details help readers understand or experience the message of a poem? In your introduction clearly state the lesson you will teach the reader about how poets use imagery in general to communicate a theme. In your thesis statement, preview the specific poets, poems, and themes you will compare in your analysis to illustrate this lesson.

Comparative Analysis Essay Outline I.Introduction Paragraph A. Hook: (a quote, definition, question, etc. that introduces the insight learned to your reader) B. Context: In general, poets use sensory details to communicate the themes of their poems by allowing readers to experience __________. C. Thesis statement: Specifically, Poe, Dickenson, and ______ use sensory details to communicate their themes of ________, _____, and ____ by allowing readers to experience ____. II. Body Paragraphs – CHOOSE ONE ONLY A. First, Edgar Allen Poe uses sensory detail A. First, poets use sensory detail to allow readers to experience the theme such as sounds to help readers of death in “The Raven”. experience the emotion of their themes. 1. For example, the following stanza uses 1. For example, Edgar Allen Poe sensory detail of sound : “ “ (Poe 331). uses the sound of tapping on a door to help readers experience the emotions of fear and uncertainty. “ “ (Poe 331) BLOCK COMPARISON POINT-BY-POINT COMPARISON

Name_______ Block_______ Date_______ Comparative Analysis Essay According to Webster’s dictionary, imagery can be defined as the use of words to create a picture in the mind (34). In general, poets use imagery or sensory words to help readers connect to the themes of their poems by creating a picture of it in their minds. Specifically, Edgar Allen Poe, Emily Dickinson, and Walt Whitman use sensory words to help readers connect to their themes of death and love in their poems. First, poets use sensory words to help readers visually connect with their themes. For example, Edgar Allen Poe uses visual words such as the raven’s “fiery eyes” to help his readers engage with his theme of death. “This I sat engaged in guessing, but no syllable expressing / To the fowl whose fiery eyes now burned into my bosom’s core; This and more I sat divining, with my head at ease reclining / On the cushions’ velvet lining that the lamp-light gloated o’er, / but whose velvet-violet lining with the lamp-light gloating o’er, / She shall press, ah nevermore!” (Poe 329). This example shows that Poe uses the visual words of “fiery eyes” to make the reader frightened of the raven who keeps repeating that he shall see his lost love Lenore “nevermore.” This helps the reader connect to Poe’s theme of death. In another example, Emily Dickinson uses visual words such as horses’ heads being pointed towards “eternity” to help readers connect with her theme of there being life after death. This can be seen in the following stanza: “Since then – ‘tis Centuries– and yet / Feels shorter than the Day / I first surmised the Horses Heads / Were toward Eternity –” (Dickinson 421). As a final example, Walt Whitman uses visual words such as “the handkerchief of the Lord” to describe his connection with nature and spirituality and to encourage the reader’s connection to this theme as well. “Or I guess it is the handkerchief of the Lord, / A scented gift and rememberancer designedly dropped” (Whitman 436). These examples all show how poets use visual words to connect their readers to their themes. Next, poets use sensory words to help readers connect with their themes by using sounds. For example…

Comparative Analysis Essay Outline - CONTINUED III. Conclusion Paragraph A. Restate Thesis: Thus, insights can be seen by comparing ____, _____, and ____ in terms of how they use _______, _______, and _____. B. Reminder about Context: (the general insight / lesson you are going to teach your reader about a poet’s or poem’s style, theme, use of language, etc.) C. Reminder About Hook: (a quote, definition, question, etc. that introduces the insight learned to your reader) Works Cited Last name, First name. “Title of Poem”. Name of Book. City of Publication: Publisher, Date. Print. Last name, First name. “Title of Poem”. Name of Website. Date of Publication. Web. Date you retrieved the poem.

Completed Poetry Analysis Folders 1.Poetry Analysis Charts 1.Poetry Analysis Charts [Front of Sheet] 2.End of Reading Questions 2.End of Reading Questions [Back of Sheet] 3.Warm Ups 3.Warm Ups: Three one page observation / explanation sheets 4.Outline 4.Outline of Comparative Analysis Essay 5.Draft 5.Draft of Comparative Analysis Essay 6.Final 6.Final Essay (very neatly written!)

LAST ASSIGNMENT: Synthesis Essay 1.Goal: To make an argument using three sources of information and eliminating a fourth source as irrelevant to your argument. 2.Assignment: Read three works (nonclassic literature, classic literature, a nonfiction text) and respond to a prompt that asks you to make an argument and support it with only three of your sources (a fourth one will be provided for you on the day of your essay). 3.Final Assessment: Your final exam will ask you to respond to one of three prompts instructing you to write a comparative essay, a synthesis essay, or an essay using the five-paragraph format.

Lesson: Comparative Analysis Essay Writing 1.Definition 1.Definition: A comparative analysis essay is one where the purpose is to inform a reader about an insight you have gained into an author’s purpose, theme, or writing style by comparing that work to one that is both similar and different from it. 2.Methods 2.Methods: a.Explain how the insight can be seen if you make the comparison point-by- point b.Explain how the insight can be seen if you make the comparison work-by- work 3.Activity 3.Activity: Write an essay explaining an insight you have gained about either Poe, Dickenson, or an outside poet’s purpose, theme, or writing style by comparing them in terms of similarities and differences.

NAME________ BLOCK_______ DATE________ POETRY ANALYSIS POE, “THE RAVEN” DICKENSON, “BECAUSE I COULD NOT…” [OUTSIDE AUTHOR] ___________________________________________________________ CHARACTERS IMAGERY KEY DIALOGUE THEME CHARACTERS IMAGERY KEY DIALOGUE THEME CHARACTERS IMAGERY KEY DIALOGUE THEME

NAME________ BLOCK_______ DATE________ POETRY ANALYSIS: END OF READING QUESTIONS __________________________________________________ EDGAR ALLEN POE (PG 330)EMILY DICKENSON (PG 421)

Activity 1: Early Insights 2 (Freewriting) 1.Read 1.Read over the Poetry Analysis Charts you have created. 2.Note 2.Note a SECOND similarity or difference between each column / poet / poem. 3.Freewrite 3.Freewrite for at least one page about a.What the similarity or difference is (give an example as a DIRECT QUOTE and cite the source in a parenthetical) b.Why you believe the similarity or difference is present (what was the author’s purpose?)

Activity 2: Early Insights 3 (Freewriting) 1.Read 1.Read over the Poetry Analysis Charts you have created. 2.Note 2.Note a THIRD similarity or difference between each column / poet / poem. 3.Freewrite 3.Freewrite for at least one page about a.What the similarity or difference is (describe it in detail & give examples from each poem) b.Why you believe the similarity or difference is present (what was the author’s intent?)