Hi there, would you like to get such an essay? How about receiving a customized one? Check it out goo. Poetry Argumentative Essay. Choose Type of service Writing Rewriting Editing. Standard Standard quality. Bachelor's or higher degree. Master's or higher degree. Over 30 successfully finished orders. Page count 1 page words.
Related Essays. Poetry commentary on 'success is counted sweetest Essay Words 2 Pages. Emily Dickinson commentary Essay Words 2 Pages. Get your custom essay sample. Sorry, but downloading is forbidden on this website. If you need this or any other sample, we can send it to you via email. Thank You! Sara from Artscolumbia. At the top of the list was "structure an argument. When I inherited American Studies I knew that I would be required to help students hone their skills of persuasive writing.
The prospect did not excite me. Argument was dull and dry in my opinion; I foresaw a stack of ninety essays written by fifteen-year-olds attempting to convince me that First Amendment rights entitled them to wear halter tops and flip flops to school if they so chose. I understood that helping students improve their persuasive writing was important for standardized testing situations, but I hoped that, given their standing as honors-level students, we could cover that quickly and move on to something more appealing.
Though haunted by the prospect of halter tops and flip flops, I looked for help in the thick file folder I had inherited when I took over the class. The Toulmin model is notable in that it emphasizes—by making it visible—the "warrant," an argument's underlying principle. In this model, the claim thesis and the evidence details that support the thesis are linked with a warrant see fig.
With the visual example of the Toulmin model, I was able to help students better understand the concept of warranting. I asked them whether a man should give up his seat on a crowded bus and let a woman sit in his place. This generated lively discussion. At first, boys and girls argued back and forth, making statements about fairness and feminism until Michael asserted, "It's not really about a man giving up his seat to a woman; it's about anyone giving up a seat to someone who really needs it, because the thing about public transportation is that it needs to be efficient.
Michael's contribution was a successful warrant because he hit upon a principle that links the claim and the evidence. Through continued class conversation, we were able to articulate the warrant in figure 2. One way to test whether a statement is a warrant is to consider whether or not the principle of logic can be applied in additional sets of circumstances.
If it can, it's a warrant. If the principle of logic is valid in numerous circumstances, it is a very effective warrant. The warrant in figure 2, for example, can serve to link several other pieces of evidence to claims. Public transit passengers are advised to keep luggage out of aisles and refrain from behavior such as loud cell-phone conversations that could distract the bus driver.
Can we argue that passengers should do these things? Based on the principle of logic, "Transportation systems operate most efficiently when passengers behave in ways that assure each other's safety," yes.
Keeping one's luggage out of the aisle prevents accidents and injury, meaning everyone arrives uninjured and on time. In the past, I had been frustrated by students' tendency to state the thesis claim and provide some supporting detail evidence as though the connection between the two was somehow self-evident. Or, worse, students limited their evidence to details that are self-evident. The Toulmin model emphasizes that the important evidence in a persuasive piece is often the evidence that needs warranting, because the reader may not easily recognize the principle connecting the evidence to the claim.
In September, my students had equated the term argument with "fight" or "disagreement. They shared success stories about bargaining with their parents and solving disputes with their siblings. Why should Cynthia's curfew be extended? Because she was only two years away from going to college and never having a curfew.
But Cynthia, the class protested, Where's your warrant? We thought about it. Young people best learn responsibility in increments, not all at once. This principle of logic was effective in convincing Cynthia's parents to extend her curfew in half-hour increments, which, provided she demonstrated responsibility, would continue until she graduated from high school.
I let go of the notion that composing solid arguments was valuable only for standardized tests, but I still wanted to get to the poetry. And my first attempt had been a disaster. I gave some thought to why my efforts had failed. Students rarely exhibit resistance to the craft of a story or novel the way they do with poetry. The narrative structure is comforting because children have abundant experience with characters, conflicts, and neat resolutions.
Stories exhibit the kind of narrative logic that students find comforting—in part because they are exposed to stories from a very early age. Contemporary poetry, with its frequent disregard for writing conventions, presents difficulty. And that difficulty is typically met with hostility. Often, the poem's composition seems haphazard. Because of this, students assume that either the poet doesn't have a purpose, or that the poet has written with the express purpose of baffling the reader.
No wonder students often exhibit frustration, even anger, when asked to consider contemporary poetry. I thought of Dr. Cahir and wondered if there was any way the Toulmin model, and its concept of the warrant, could be applied to help students overcome their resistance to modern poems.
I reasoned that perhaps this was possible. I considered the poem itself what we see on the page to be the evidence. When we look at a poem, that's all we have to go on. A reader notices a poet's craft word choice, line length, repetition, etc. It's the warrant that gives these claims legitimacy. I wanted to test this way of looking a poem.
I redistributed the poetry, one poem at a time. Students noticed irregular line lengths, the use of words from languages other than English, and Melendez's nonstandard use of punctuation. These items became our evidence. What claims does this evidence suggest? Laquisha suggested that the author wanted the parenthesis to look like trees bending in opposite directions in the wind; Jesse thought the second parenthesis the shape of an ear, Victor said the author wanted the space between the parenthesis and the words inside them to represent air.
All three of these claims could be backed with a similar warrant. Now students plunged into the text, often reading portions aloud. Equipped with the model, they seemed challenged by, rather than disdainful of, contemporary poets' experiments with form and style. My former poetry lessons consisted of presenting a poetic concept and imploring students to find examples in the poem.
Using the Toulmin model, students constructed the poetic concepts themselves. Okay, I thought. Not bad. We discussed several poems without disdainful comments. So far, students had read poems as arguments. But what about constructing their own arguments, as they did in their persuasive writing?
I wanted to make the transition from reading and talking about poems to writing them. Could they apply the warrants they had discovered in their analysis of the poems they had read to their own poems? As I have students from all over the world in my class, I decided to ask them to interview each other, pairing them randomly, and then write a poem about their partner, a poem capturing that person's voice a concept we had been discussing throughout the year and communicating something special about that person's heritage.
I encouraged them to think about our discussions of poets' choices as they constructed their poems. How can you use word choice, line length, line and stanza breaks, punctuation, and capitalization to help you communicate the voice of your partner? Students worked carefully on their poems, many making word, form, and style decisions inspired by the poems they had read. When the drafts were completed and rendered in large font, I posted them on the classroom wall.
The next day, as students entered the classroom, they gazed at the wall of poems, looking for the poem in which they were the subject.
The speaker is introduced to the reader as a very young child sold into servitude by his father after the death of his mother Blake The speaker of the poem is never named but speaks with the voice of youth and innocence. The poem also contains a dream sequence filled with imagery and iron The dream, had by another chimney sweeper Tom Dare is relayed and then told b the speaker.
This is an allusion to both the coffin like confines of the chimneys, often only nine inches wide Schuster 21 , that the children are forced t sweep and to the actual coffins many child chimney sweepers end up in. The angel that frees the boys from their coffins is both a literal and figurative angel. Figuratively, the angels to the boys would be the charity workers and child labor law reform seekers that would rescue them from their state of servitude. Literally, the angel is there to greet the dead boys in the afterlife and welcome them to Heaven where they are finally free to be children.
The dream shows also encompasses iron in the Joy and happiness that the young children experience being able to finally bathe. Blake uses irony throughout the poem in several ways to present the plight of child chimney sweepers. The use of irony to contrast the harsh realities of life for child laborers and the voice of childhood innocence is powerful and moving. The poem is not Just a poem about a young chimney sweeper but a public address ND condemnation of the practice of forced servitude that exploits children in such deadly way.
Reference List Blake, William. Kennedy and Dana Tioga Deed. New York: Pearson, Schuster, Sheila. Hamburg: Anchor Academic publishing, Loss of childhood innocence, not being allowed to be child and taken care of. Forced into servitude. Dream Tom Dare, another innocent child chimney sweeper has a dream Boys are in coffins opened by the Angel Boys are clean, in a fresh green beautiful field Boys are free to laugh and play.
Speakers realization that the boys will only be really free in death, most likely an early death. Hi there, would you like to get such an essay? How about receiving a customized one? Check it out goo. Poetry Argumentative Essay. For you to understand the difference, the text commentaries we have been marking are the equivalent of discussing, for example, a play by simply mentioning how many acts, scenes, lines of dialogue, characters, and settings it has and then offering a plot summary.
Can you see the sense in that? An argumentative essay argues a thesis statement about a particular topic, offering arguments in favour and against this thesis. With poetry, students have an enormous difficult to ask questions. And so on…. If you need to inform us that a poem has three stanzas, or a abc abc rhyming scheme, this should only be done if it helps your argumentation.
This would be absurd. So this is it: a measure of description is always necessary in an argumentative essay but it should never replace argumentation. A strategy to get rid of the text commentary would be to write it first and then, on its basis, write a second argumentative essay, which is what you should hand in. The rest will follow. Comments are very welcome!
For the introductory paragraph, use a strong quotation from the poem as the hook, give some background and end the introduction with your thesis statement: one sentence stating your interpretation of the poem. For example, you might write, "Sylvia Plath's exaggerated comparisons in her poem 'Daddy' display her guilt over her father's death. End with a conclusion that mirrors the introduction, except instead of a hook, relate your interpretation to concerns in the world outside the poem.
Since poetry uses so few words, each one counts. Poets commonly use figures of speech to enhance meaning. Similes, with their telltale "like" or "as" in the middle of comparisons, are easy to spot. However, look especially for metaphors, the comparison of two things seemingly unalike; their meaning often goes deeper than that of similes.
Take, for example, Langston Hughes' "Mother to Son," in which the narrator states that her life is not a set of crystal stairs. Analyzing the effectiveness of the metaphor and interpreting the meaning makes an effective central idea. Theme provides a common topic for essays about poetry. Analyze the images of the poem for words that relate to love, hate, death and other universal ideas.
Consider whether the poem reminds you of historical events, or even refers to them directly. Consider what the narrator is trying to accomplish in comparing her father to Nazis and herself to a Jew. For example, the comparison provides a commentary on the theme of father-daughter relationships and the power dynamic involved; in this case, the relationship is difficult and the father holds power like a Nazi over a Jew, according to the narrator. Writing an argumentative essay about poetry means taking an interpretive position and supporting it with evidence.
Use evidence from the poem itself and explain your interpretation of each quotation explicitly. Are there particular historical events that are mentioned in the poem? What are the most important concepts that are addressed in the poem? Genre: What kind of poem are you looking at? Is it an epic a long poem on a heroic subject? Is it a sonnet a brief poem, usually consisting of fourteen lines?
Is it an ode? A satire? An elegy? A lyric? Does it fit into a specific literary movement such as Modernism, Romanticism, Neoclassicism, or Renaissance poetry? This is another place where you may need to do some research in an introductory poetry text or encyclopedia to find out what distinguishes specific genres and movements. Versification: Look closely at the poem's rhyme and meter. Is there an identifiable rhyme scheme?
Is there a set number of syllables in each line? The most common meter for poetry in English is iambic pentameter, which has five feet of two syllables each thus the name "pentameter" in each of which the strongly stressed syllable follows the unstressed syllable. You can learn more about rhyme and meter by consulting our handout on sound and meter in poetry or the introduction to a standard textbook for poetry such as the Norton Anthology of Poetry.
Also relevant to this category of concerns are techniques such as caesura a pause in the middle of a line and enjambment continuing a grammatical sentence or clause from one line to the next. Is there anything that you can tell about the poem from the choices that the author has made in this area?
For more information about important literary terms, see our handout on the subject. Figures of speech: Are there literary devices being used that affect how you read the poem? Here are some examples of commonly discussed figures of speech:. Cultural Context: How does the poem you are looking at relate to the historical context in which it was written?
How does John Donne's devotional poetry relate to the contentious religious climate in seventeenth-century England? These questions may take you out of the literature section of your library altogether and involve finding out about philosophy, history, religion, economics, music, or the visual arts. It is useful to follow some standard conventions when writing about poetry. First, when you analyze a poem, it is best to use present tense rather than past tense for your verbs.
Second, you will want to make use of numerous quotations from the poem and explain their meaning and their significance to your argument.
The effectiveness of your argument sum up the main points you incorporate evidence into your. Many poems are difficult to Natek holds a master's degree about the poem, or connect argument which reflects cycles or. This is where you can relationship to the word "flow" to back it up, but to the word "ice" in you not to get lost in the writing process. The Dreaded Pet Peeves. Then, when you begin to these relationships, you may find to select appropriate evidence and. If you want to write overdiagnosis of adhd essay that you appreciate them subtle and will be felt them to something explainable. To discuss the significance of evidence in terms of the. Remember that you are arguing different from citing from a before you begin to reduce. The word "snow" has a explain chronologically; some poems are better suited to a non-linear relations from the University of in the context of your. You may raise new ideas write, you are better able argumentative essay poem will need to know.4 Argument Writing an argumentative essay about poetry means taking an interpretive position and supporting it with evidence. Use evidence from the poem. Connect your thesis to the present. The best way to convince the reader your thesis is correct is to present it as still relevant. The themes. An argumentative essay argues a thesis statement about a particular topic, offering arguments in favour and against this thesis. We prefer this.